KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 5 SK
Primary Year 5 SK
(National Schools)
Scheme of Work
Contents
Content overview.................................................................................................................................. 4
1. Content and organisation of the Primary Year 5 Scheme of Work..................................................... 6
2. Scheme of Work template: Supporting information........................................................................... 9
3. Pre-lesson and post-lesson tasks........................................................................................................12
4. Differentiation strategies for Primary pupils..................................................................................... 23
5. Glossary of terms in Year 5................................................................................................................. 26
6. Scheme of Work: Lessons 1–160........................................................................................................ 35
Starter Unit...........................................................................................................................................35
Unit 1.................................................................................................................................................... 52
Unit 2.................................................................................................................................................... 71
Unit 3.................................................................................................................................................... 90
Unit 4..................................................................................................................................................109
Unit 5..................................................................................................................................................128
Unit 6..................................................................................................................................................147
Unit 7..................................................................................................................................................166
Unit 8..................................................................................................................................................185
7. Appendix 1: Learning Standards mapping....................................................................................... 204
2020 Version 1.0
Primary Year 5 Scheme of Work
3
Primary Year 5 Scheme of Work
Content overview
The purpose of this document is to provide teachers with support and information on
planning, creating and delivering their lessons throughout the year. Teachers will need to
refer to this document when planning and delivering both their textbook-based and nontextbook-based lessons.
The Scheme of Work is divided to sections which provide the following information and
content:
1. Content and organisation of the Scheme of Work
This section provides teachers with an introduction to the Scheme of Work and an
explanation of how the textbook-based and the non-textbook-based lessons are organised
within the Scheme of Work.
2. Supporting information
This section provides teachers with an explanation of the information contained within the
Scheme of Work template. This section also gives teachers advice on completing the
Scheme of Work template for their own non-textbook-based lessons.
3. Pre-lesson and post-lesson tasks
In this section, teachers will find some suggestions for pre-lesson and post-lesson tasks. Prelesson tasks are short tasks that come at the beginning of the lesson to help pupils warm up
and to introduce or review learning. Post-lesson tasks come at the end of the lesson to
review, summarise, personalise or talk about learning in the lesson, so they consolidate
learning and provide closure to the lesson. Many lessons in the Scheme of Work guide
teachers to choose pre- and post-lesson activities from this section.
4. Differentiation strategies for Primary pupils
This section provides teachers with a number of suggested differentiation strategies that
teachers may wish to use in their planning to help meet the needs of the pupils in their class.
5. Glossary of terms in Year 5
Teachers should refer to the Content and Learning Standards contained within the Scheme
of Work when planning their lessons. These Content and Learning Standards come from the
Standards-Based Curriculum and Assessment Document (DSKP) and the Curriculum
Framework documents.
This section provides teachers with supporting explanations for some of these Content and
Learning Standards. It also provides explanations of important terms used in some of the
lessons. These terms are mainly found in the Learning Outline section (see the first table in
the glossary of terms).
Primary Year 5 Scheme of Work
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6. Scheme of Work (Lessons 1–160)
This is the main section of the Scheme of Work. It provides teachers with details for the
textbook-based and non-textbook-based lessons.
7. Appendix 1: Learning Standards mapping
This section consists of a table which lists all 160 lessons in the Scheme of Work and their
Learning Standards. The mapping table enables teachers to see the coverage of the
Learning Standards at a glance.
Primary Year 5 Scheme of Work
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1. Content and organisation of the Primary Year 5 Scheme of Work
What is the Primary Year 5 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of every lesson in Year 5, including the
Content and Learning Standards which must be covered within each lesson. The
Scheme of Work will assist teachers in their daily, weekly and longer-term planning of
lessons.
What does the Primary Year 5 Scheme of Work consist of?
The Scheme of Work consists of 160 lesson outlines, each lesson lasting a total of 60
minutes. If lessons are organised into 30-minute lessons, teachers will need to plan and
adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from
Lesson 1 to Lesson 160.
The Scheme of Work consists of the following two types of lessons:
A. Textbook-Based lessons: The materials for these lessons includes learning
activities from the selected Year 5 textbook. This textbook is English Plus 1. Year 5
covers the whole textbook from the Starter Unit to Unit 8.
B. Non-Textbook-Based lessons: There are four types of non-textbook based lessons:
Skills-Based lessons, Language Arts lessons, Project-Based Learning lessons and
Language Awareness lessons. The learning outline in Skills-Based and Language
Awareness lessons is generally related to the material in the textbook, but does not
use material from it.
Material for Language Arts lessons is taken from the Contemporary Children’s
Literature (CCL) which consists of poems, short stories and graphic novels. See Year
5 Syllabus and the CCL module for more information.
The content of Project-Based lessons should be designed according to the Ministry of
Education guidelines for this lesson type. Teachers are expected to prepare activities
that incorporate project work and promote independent learning.
How are the Primary Year 5 Scheme of Work lessons organised?
Most lessons in the Scheme of Work are textbook-based lessons. Language Awareness
lessons can be based on the textbook content (e.g. Review sections) or otherwise designed
to address learning needs using additional materials. They can therefore be textbook-based
or non-textbook-based lessons. Language Arts lessons should be based on the CCL module,
not on the textbook. Project-Based Learning lessons should be designed according to the
Ministry of Education instruction.
Typical lesson cycles
The Year 5 textbook, English Plus 1, contains 9 units – a Starter unit and Units 1–8. Year 5
Scheme of Work units consist of 16 lessons in the Starter unit followed by 18 lessons in Units
1 – 8. The textbook units typically provide teachers with enough material for three cycles of
the four skills (Listening, Speaking, Reading, Writing). Apart from in the Starter unit, there are
Primary Year 5 Scheme of Work
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three Language Arts lessons, two Consolidation lessons and one Language Awareness or a
Project-Based Learning lesson per unit. In total, 18 lessons. The Starter unit, as it is shorter,
has 16 lessons, and is organised in the same way as the other units, except the
Consolidation lessons have been omitted. The lesson cycle for Unit 1 in the Scheme of Work
is given below as an example:
Lesson
Skill/Focus
17
Listening
18
Speaking
19
Reading
20
Writing
21
Language Arts
22
Consolidation
23
Listening
24
Speaking
25
Reading
26
Writing
27
Language Arts
28
Consolidation
29
Listening
30
Speaking
31
Reading
32
Writing
33
Language Arts
34
Language Awareness*
*Language Awareness lessons are replaced by Project-Based Learning lessons in Units 4
and 8.
Teachers should note the following:
1. Textbook-based lessons will utilise material from the English Plus 1 textbook. Other
suggested activities or material to help prepare pupils for new learning, and to
consolidate or extend learning are included.
2. Pupils are expected to have their own copy of the Student’s Book to use in every lesson.
This includes non-textbook-based lessons, which may ask pupils to look at some content
that can act as a starting point for a non-textbook-based lesson. Pupils should also have
their own notebook and bring it to every lesson.
Primary Year 5 Scheme of Work
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3. Teachers should be able to access the Teacher’s Book for every lesson, including
non-textbook-based lessons, which sometimes ask them to refer to the Student’s Book. If
teachers do not have regular access to the Teacher’s Book, they should prepare a few
lessons in advance while they have the Teacher’s Book. If access to the Teacher’s Book
is very limited, teachers are advised to be proactive and collaborative by planning
together and consulting with the English Head or a senior English teacher at their school.
The Teacher’s Book provides a lot of guidance and ideas as well as the listening audio
script, thus considerably saving preparation time. It is therefore very useful for all
teachers to access it, even if only periodically.
4. Teachers are expected to plan lessons based on the lesson outline in the Scheme
of Work. They may need to develop and produce worksheets, create flashcards (these
are picture cards that can be printed or drawn by the teacher) and prepare other material
and resources for most lessons.
5. Language Awareness lessons will focus specifically on the language taught in the unit.
The Scheme of Work offers suggestions to teachers for these lessons, but teachers are
expected to plan these lessons based on the needs of their pupils. Teachers are also
expected to refer to the syllabus, which contains an overview of the language functions,
vocabulary and the text types that are suitable for the grade.
6. Pre-lesson and post-lesson stages in the lesson outline are important stages in the
lesson. They should not be neglected or rushed. See Section 3 for more information.
7. At the end of every unit, pupils are expected to review and assess their learning in that
unit. This self-assessment is guided using a worksheet which identifies the language
covered in the unit. Teachers can use the suggested worksheets at the end of every unit
in the Scheme of Work or modify/produce their own. Self-assessment should be
completed in class time, not given for homework. Pupils will need guidance from the
teacher to complete it, especially in the first part of the year. The teacher should collect
the self-assessment worksheets and note common answers as well as any particular
problems some pupils think they are having. Pupils’ skills in self-assessment may begin
the year at a very basic level but will develop over the year.
Primary Year 5 Scheme of Work
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2. Scheme of Work template: Supporting information
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type. For
example, Lesson: 6 (Listening 2); Lesson: 21 (Language Arts 4).
2. Main Skill Focus
Each lesson has one main skill focus. If the focus of the lesson is not on language skills
(Listening, Speaking, Reading, Writing), then the main skill focus will reflect the focus area of
the lesson (e.g. Language Arts, Language Awareness, Project-Based Learning lesson).
3. Theme
The three given themes are:

World of Self, Family and Friends

World of Knowledge

World of Stories
4. Topic
Topics are taken from the textbook in textbook-based lessons. Topics for non-textbook
lessons are either suggested for these lessons, guided by CCL content or decided by the
teachers.
5. Cross-Curricular Elements
Each cycle of lessons has been assigned one Cross-Curricular Element or more. Teachers
will need to refer to the section on Cross-Curricular Elements in the Standards-Based
Curriculum and Assessment Document (DSKP) for further guidance. Teachers are
encouraged to link to other Cross-Curricular Elements within a lesson cycle, in addition to the
suggested one given, if they identify opportunities where relevant cross-curricular
connections can be made.
6. Language/Grammar Focus
This is related to the grammatical structure/function (for example, Present Simple and Past
Simple) that is the focus of the lesson. This language/grammar is usually presented and
practised using a skill (Listening, Speaking, Reading or Writing). It is not expected that
language is taught explicitly or formally.
7. Content and Learning Standards
The given Content and Learning Standards are taken from the Standards-Based Curriculum
and Assessment Document (DSKP) and the Curriculum Framework document. These
should be followed as they appear in the lessons to ensure the Learning Standards
are covered as intended. See Appendix 1 for an overview of the mapping of Learning
Standards.
Primary Year 5 Scheme of Work
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8. Main Skill and Complementary Skill
Each lesson within the Scheme of Work focuses on one Main Skill and one Complementary
Skill. To ensure that pupils receive sufficient exposure to and practice in every Learning
Standard within the Curriculum Framework, each Learning Standard appears at least once in
the Scheme of Work. Learning Standards are covered as a Main Skill or as a
Complementary Skill. It is therefore critical that teachers ensure that both the Main Skill and
the Complementary Skill are covered in each lesson. The Complementary Skill is not an
optional skill that can be ignored or dropped from the lesson. Doing so may mean that
pupils do not receive adequate practice in and exposure to all the given Learning Standards
within the Curriculum Framework. When teachers are planning their lessons, they must
therefore ensure that both the Main Skill and Complementary Skill are each assigned a
suitable lesson Learning Objective.
Teachers should also be aware that the Main Skill and Complementary Skill are not normally
given equal time and attention within the lesson. Teachers will need to ensure that the
Complementary Skill is covered, but the degree of attention this receives in comparison to
the Main Skill will be up to the teacher’s own professional judgement as they will know better
the specific learning needs of their pupils.
Please note that some Learning Standards appear less frequently than others. Less
frequent Learning Standards must be covered as they appear in the Scheme of Work.
See Appendix 1 for a map of the Learning Standards coverage.
9. Learning Outline
The Learning Outline provides guidance to teachers for the delivery of a lesson. Three main
stages of every lesson are highlighted: pre-lesson, lesson delivery and post-lesson.
Teachers will also need to refer to the Teacher’s Book, which provides detailed information
about the delivery of the textbook activities for textbook-based lessons.
The Lesson Delivery stage is where the Main and Complementary Skills should both be
addressed to develop pupils’ language skills. Teachers should create their own Learning
Objectives for each lesson based on the specified Learning Standards – both for the Main
Skill and the Complementary Skill. The Learning Objectives should relate to and reflect the
activities in the Lesson Delivery stage.
Textbook-based lessons in the Learning Outline provide teachers with a structured
description for what and how teachers can plan their lessons. They refer to specific activities
in the Student’s Book and Workbook, and associated guidance available in the Teacher’s
Book. Some additional explanation or instruction may be provided in the Lesson Delivery to
ensure teachers plan activities that relate to the main and complementary Learning
Standards specified for the lesson. Please note that textbook-based activities may not
appear in the same order as in the Student’s and Teacher’s Book. This is to ensure the best
activities are selected for the stated Learning Standards and to follow the lesson cycle
(Listening, Speaking, etc.).
As teachers are working with pupils and supporting their learning, they should be aware of
their pupils’ development and the emerging challenges. Throughout the lessons, teachers
are expected to use formative assessment strategies (e.g. questioning, scanning) to assess
pupils progress and give clear and meaningful feedback. This feedback should enable pupils
to understand which areas they need to pay attention to and how to improve. Of course,
Primary Year 5 Scheme of Work
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teachers are not expected to give every pupil feedback after every activity in every lesson.
However, teachers should use all opportunities available to communicate feedback to pupils
and help them take ownership of their own learning, even as young as Year 5 pupils.
Teachers are encouraged to follow the instructions in the Lesson Delivery stage when
provided because it reduces lesson preparation time and ensures addressing the Learning
Standards.
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing
relevant learning from a previous lesson or using a short activity as an opportunity for pupils
to share what they already know about the lesson topic. Post-lesson activities take place at
the end of lessons to review and consolidate the learning from a lesson. Pre- and postlesson stages are important elements in lesson plans and should always be included in every
lesson. Please see the next section for more information about pre-lesson and post-lesson
activities.
10.Materials/References
The relevant page numbers of the Student’s Book and Teacher’s Book have been given for
the textbook-based lessons.
11.Differentiation strategies
This column refers to Section 4 which lists seven strategies. It also provides advice tailored
around the lesson specifics and expected challenges. Teachers should, however, consider
the most suitable strategies for differentiating learning with each of their own individual
classes, based on the learning needs of the pupils in those classes.
Primary Year 5 Scheme of Work
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3. Pre-lesson and post-lesson tasks
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing
relevant learning from a previous lesson or using a short activity as an opportunity for pupils
to share what they already know about the lesson topic or language. Pre-lesson activities
provide an opening to the lesson and get pupils in the right frame of mind for listening to and
using English. They are often whole-class activities which are fun and engaging. Pupils are
all active in these activities physically as well as mentally. This can help teachers to manage
energy levels before settling pupils into their learning.
Post-lesson activities are short activities that take place at the end of lessons to review and
consolidate the learning from a lesson. Although post-lesson activities can be fun and should
not be too challenging so that pupils leave the class in a positive frame of mind, they are an
important stage that should be planned by the teachers. During the post-lesson stage,
teachers can conduct a quick and informal evaluation of the lesson and the pupils’
understanding of the learning that has taken place. Post-lesson activities can be used for
formative assessment and can give teachers an overall evaluation of the pupils’ development
and indicate any issues individual pupils might have. Evaluating learning in the post-lesson
stage is particularly useful when new language is introduced for the first time or followed up
from a previous lesson. Therefore, teachers should give careful consideration to the purpose
of the post-lesson activities that they choose for their lessons. Post-lesson activities are not
optional extras to be done if there is time. Teachers should plan and make sure to leave a
few minutes for post-lesson activities, even if they are running short of time in their main
lesson stages.
Each lesson includes a suggestion for pre-lesson and post-lesson tasks. Some of these are
outlined in the Learning Outline, and sometimes teachers are directed to the textbook. In
other lessons, teachers can refer to and choose a suitable task from the lists below.
Teachers can also create their own pre- and post-lesson activities provided that they fulfil the
function described above.
Suggested pre-lesson tasks
Below are 12 lesson tasks which teachers may choose from or adapt for the pre-lesson
section within the Learning Outline in the Scheme of Work. These pre-lesson tasks are
suitable to begin almost any skills-focused lesson and require minimal materials and
preparation. They are simple for pupils to participate in. Teachers can, of course, use their
own pre-lesson tasks whenever they think that these would be more suitable for the pupils
they teach. Each pre-lesson task takes about 5–10 minutes of class time.
These tasks are the same for Primary Years 4–6. The language and vocabulary focus will be
different, however, and some tasks can be modified for more proficient pupils, as noted in the
task description.
Note: Those marked with an asterisk* could be used at both pre- and post-lesson stages.
Primary Year 5 Scheme of Work
12
PRE-LESSON TASK 1: ABCs*
AIM: To review vocabulary
MATERIAL: Board, notebooks and pens
1. Put pupils in small groups or pairs.
2. Orally, give pupils a letter of the alphabet and a topic (e.g. M; A drink).
3. Pupils work in their groups/pairs to write one (or more) word beginning with that letter related to
that topic (e.g. milk). Give a very short time limit, e.g. 10 seconds.
4. Repeat a few times.
5. Have pairs/groups share their answers with the class by coming out and writing on the board.
PRE-LESSON TASK 2: GUESS THE ANSWER
AIM: To practise checking own predictions
MATERIALS: Board
1. Write questions on the board for a Listening or Reading text, that pupils will answer during the
lesson.
2. Provide two or three possible answers for each question, for example, ‘What did Sara do at the
weekend?’
a. played football
b. watched TV
c. went shopping (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer.
4. Pupils listen to or read the text as part of the lesson and check their predictions.
PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
AIM: To practise putting information in a logical order
MATERIALS: Board
1. Write a list of events in the Listening or Reading text in a random order or use pictures to
illustrate them. For example, if the text is a story, list the events in any order (Mohamed went
camping. He saw a mouse in the tent at night. His mother screamed! The mouse ran away.)
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text as part of the lesson and check their predictions.
PRE-LESSON TASK 4: I’M GOING TO…
AIM: To set individual lesson goals to develop pupil autonomy
MATERIALS: Notebook
1. Write on the board In this lesson, I’m going to…
Primary Year 5 Scheme of Work
13
2. Explain that pupils are going to write their own goals for the lesson. Give some realistic
example goals that focus on observable behaviour or learning pupils may need to improve,
such as In this lesson, I’m going to speak in English with my friends. or In this lesson, I’m going
to remember at least two words.
3. Elicit some more ideas from pupils.
4. Have pupils write one or two lesson goals in their notebooks.
5. Ask pupils to review their goals at the end of the lesson. This can be the post-lesson activity.
PRE-LESSON TASK 5: SIT DOWN, STAND UP*
AIM: To review topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to
prepare them for the content of the lesson.
2. Read a sentence out, for example, if the topic is space, We can’t see the moon from the Earth,
The sun is the biggest planet in our solar system.etc).
3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct
any false sentences. You could change the action to suit the topic of the lesson or to review
other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs
or with the whole class.
PRE-LESSON TASK 6: FINGER WRITING*
AIM: To practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words that pupils will need for the lesson. These should be words pupils already
know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their
head down on the desk so that they can’t see the board.
4. Write a topic word on the board, ask pupils to read and remember it, and then rub the word off
the board. You could use a picture if pupils may benefit from using a visual aid.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner
writes the word on their back by using their finger.
6. Each pupil works out what word their partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words and/or extend to phrase or sentence level, depending on the topic.
Note: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER*
AIM: To create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board
Primary Year 5 Scheme of Work
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1. Choose a key topic word from the lesson.
2. Write lines to correspond to each letter on the board with a space in between as in the example
below _ _ _ _ _ _ (planet).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly,
draw one part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of
the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the
teacher has won!
Note: You can change the picture you build for this, perhaps using a topic-related picture, as long
as it has a good number of parts (e.g. 6 or 7).
PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: To help and prepare pupils for a Listening or Reading text
MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a Listening or Reading text they will
have in the lesson, or tell them the title of the story, song, etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed
time, e.g. 2 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. As pupils read or listen to the text in the lesson, they can check if any of their predictions are
correct.
PRE-LESSON TASK 9: MEMORY CHAIN*
AIM: To review topic vocabulary
MATERIALS: None
1. Ask pupils to stand or sit in circles.
2. Join one of the circles yourself to demonstrate the activity while others watch. Give the
beginning of the memory chain sentence, for example: Yesterday, I went to the supermarket
and I bought an apple.
3. Ask the pupil to your right to repeat the sentence and add another item: Yesterday, I went to the
supermarket and I bought an apple and a banana.
4. The next pupil adds a third item: Yesterday I went to the supermarket and I bought an apple, a
banana and a cake.
5. Continue in the chain. Either so that each pupil adds one item or until the chain is broken.
6. Repeat so that different pupils can experience more and less memory challenge.
Note:
You could make the chain alphabetical, which makes it more challenging to find a word, but
easier to remember the previous words.
Limit the size of the groups to limit the number of words pupils need to remember.
Focus on vocabulary as well as pronunciation (intonation in lists), use and position of ‘and’,
and use of articles.
Primary Year 5 Scheme of Work
15
Vary the sentence stem according to the topic of the lesson.
7. Give feedback on the chains of each group by inviting pupils to tell the class their chain(s).
PRE-LESSON TASK 10: SAY WHAT’S MISSING*
AIM: To review topic vocabulary
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet
1.
2.
3.
4.
5.
6.
7.
8.
Choose about 7 or 8 topic words that pupils will need for the lesson.
Put flashcards or real objects of these vocabulary items on a table.
Ask pupils to work in pairs or small groups and to say the words.
Check briefly with the whole class.
Place a cloth over all the items on the table.
Take one or two vocabulary items away.
Remove the cloth, keeping the removed items in it.
Pupils say which items are missing.
Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: To practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other
topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme
you are focusing on, e.g. for /r/ cat : dog : fish : rat
3. Ask pupils to guess which word has the sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils
check their answers.
5. Ask pupils to read all the words aloud.
Note: This task can be adapted to have chains of rhyming words or as an odd-one-out (where one
is different from the others). Pictures could be used instead of words to check vocabulary
production rather than reading recognition.
Although phonics is a focus of the Year 3 Content and Learning Standards, working with sounds
and written words is still valuable to pupils in Year 3 from time to time, especially with sounds that
pupils find particularly difficult to hear or say.
PRE-LESSON TASK 12: WORD SALAD*
AIM: To review vocabulary or language
MATERIALS: Word cards
1. Prepare word cards for each group or pair of pupils so that each set of word cards makes a
sentence. You could have the same or different sentences for each group or pair. Prepare an
Primary Year 5 Scheme of Work
16
2.
3.
4.
5.
6.
extra set to use as an example. Vary the sentences according to the vocabulary and language
to review as well as topic. You could also vary the level of complexity of the sentences.
Using the example set, put the word cards on the board, jumbled up.
Elicit from pupils how to change them to make a sentence.
Put pupils in pairs or groups of three or four. Give each pair/group one or more sets of cards.
Pupils work together to make a sentence from the word cards.
Invite pupils to tell the class their sentences or they could write them on the board for peer
checking.
Suggested post-lesson tasks
Below are 12 tasks which teachers may choose from or adapt for the post-lesson section
within the Scheme of Work. These post-lesson tasks are suitable for ending almost any
skills-focused lesson. They are simple for pupils to participate in. Each post-lesson task
takes about 5–10 minutes of class time. Teachers can, of course, use their own post-lesson
tasks to undertake formative assessment of learning whenever they think that these would
be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Years 4–6. The language and
vocabulary focus will be different, however, as these depend on the lesson and pupils’ needs,
and some tasks can be modified for slightly more proficient pupils, as noted in the task
description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES
AIM: To provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a Listening or Reading text
that pupils will work on in the lesson (e.g. Mike’s favourite season is winter instead of Mike’s
favourite season is summer).
2. During the lesson, after pupils have worked on a Listening or Reading text and understood it, tell
them they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the
original text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: To review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
Primary Year 5 Scheme of Work
17
1. Before the lesson, choose or prepare between 3 and 6 flashcards that represent the content of a
text that pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and
elicit ideas from pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may
be The story is about a farm).
To extend, if time allows:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they
can remember from the text, using the flashcards to help them.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise Writing as well as Speaking, pupils could come up to the board and
write information under the corresponding flashcard or work with a partner to write sentences
about each picture.
POST-LESSON TASK 3: TEST MY FRIENDS
AIM: To review topic vocabulary or language
MATERIALS: Notebooks
1. Put pupils in pairs. Ask 3 or 4 quiz questions about vocabulary, language or content of the
lesson. Pupils write the answers in their notebooks.
2. Ask pairs to write a set or minimum number of questions to quiz their classmates.
3. Put pairs in groups so that there are 3 pairs (6 pupils) in each group. Have pupils ask and answer
each other’s’ questions in groups.
4. Give feedback as a class by asking groups to tell the class the most challenging questions.
POST-LESSON TASK 4: CORRECT THE MISTAKE
AIM: To review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work, notebooks
1. During the lesson, identify 4 or 5 words or sentences with mistakes that pupils made in a Writing
or a Speaking task. These should be common mistakes made by more than one pupil which are
related to the learning focus of the lesson (or previous lessons) and/or be correctable by pupils.
2. Write the sentences on the board (with the mistake).
3. Ask pupils to form groups or pairs to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils – a different pupil for each mistake – to come up to the board to write the corrected
versions.
POST-LESSON TASK 5: WHISPER AND WRITE*
AIM: To review topic language and spelling
MATERIAL: Board
Primary Year 5 Scheme of Work
18
1.
2.
3.
4.
Draw 4 columns on the board.
Divide the class into 4 teams. Ask each team to stand in a line facing the board.
Give each pupil at the front of the line some chalk or a board pen.
Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a
topic word, phrase or short sentence (e.g. Nahla loves camping.) or instruction (e.g. Draw a huge
fish and a tiny elephant).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This
continues until it reaches the pupil at the front of the line, who writes down the language, or
follows the instruction.
6. Each team gets 1 point for a correct answer. The team who finishes first gets an extra point if
their answer is correct. Depending on the focus of your lesson, you can insist on accurate
spelling, or allow some mistakes. Alternatively, you can avoid giving points for these kinds of
games but offer praise yourself and from the other pupils when teams do well.
7. Continue with new language or instructions. Change the order in the line each time (e.g. pupil at
the front goes to the back, so that there is a new pupil at the front).
POST-LESSON TASK 6: MAKE A WORD LADDER*
AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some
chalk or a board pen.
3. Write the lesson topic on the board (e.g. School) and draw a ladder of at least 4 spaces for each
team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on
the ladder. Pupils can help each other with spellings if needed.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a
fixed time, e.g. 3 minutes, if you have more time available.
Each team gets 1 point for a word which is related to the topic and correctly spelled. If a team has a
word which no other team has, they get an extra point. Alternatively, you can avoid giving points for
these kinds of games but offer praise yourself and from the other pupils when teams do well.
POST-LESSON TASK 7: READ YOUR FRIEND’S MIND
AIM: To review topic vocabulary, to practise Listening, Speaking and Reading
MATERIALS: Board
1. Write target language on the board (e.g. food, like/love/don’t like): about 5–7 target items is a
good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number
of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their
classmates, who pretend to be mind readers.
5. The other pupils write down the number they think the pupil at the front has chosen. If your class
is large, pupils can work in pairs to agree a number together and write it down.
Primary Year 5 Scheme of Work
19
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number
of each target language item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous
pupil.
POST-LESSON TASK 8: TEST YOUR MEMORY
AIM: To review topic vocabulary and grammar (e.g. some/any)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from
another source
1.
2.
3.
4.
5.
6.
Make sure that each pupil can see the textbook picture or your chosen picture.
Give them 1 minute to look at the picture and remember what’s in it.
Ask them to close their books. Hide the picture if you are not using the textbook.
Make true/false statements (e.g. There are some purple flowers in the picture.).
Pupils tell you if your statements are true or false, and correct any false statements.
Divide the class into groups and ask pupils to continue the game in their groups: give them more
time to look at the picture if they need to do this in order to make their statements.
POST-LESSON TASK 9: WHAT ABOUT ME?
AIM: To review and personalise topic content or vocabulary, and encourage pupils to make links
between English learning and their own lives
MATERIALS: Board and/or pictures, notebooks
1. Choose some key words, phrases, expressions or language from the lesson. Write the words on
the board and ask pupils to read them.
2. Look at the board and act as if you are thinking carefully. Say: What about me? Choose and
circle one of the pictures/words. This should be something you can connect to your personal life
(e.g. a cat – You like cats or you have a cat).
3. Pupils ask you yes/no questions to find out why you circled cat, e.g. Do you have a cat?
4. Ask pupils to do the activity in pairs by telling the word to their partner, who should try to guess
what the connection is using yes/no questions.
POST-LESSON TASK 10: WHAT ABOUT YOU?
AIM: To reflect on and share learning
MATERIALS: Notebooks
1. Act as if you are thinking and say What can you remember? Give a key word from the lesson.
Write it on the board.
2. Invite some pupils to tell you by asking: What about you? What can you remember? Write their
answers on the board. Note that it may be vocabulary, language or content.
3. Ask pupils to work in pairs to share what they remember from the lesson. They should note their
Primary Year 5 Scheme of Work
20
answers in their notebooks.
4. Review some of pupils’ learning by asking volunteers or nominating pupils to tell the class what
they have written.
Primary Year 5 Scheme of Work
21
POST-LESSON TASK 11: PEER MEDALS AND FUTURE MISSIONS
AIM: To reflect on learning and offer peer feedback
MATERIALS: Notebooks
1. Using the Missions and Medals model, ask pupils to give feedback on their partner’s
participation in the lesson (or recent lessons). Guide the focus of the feedback, for example
on use of the target language, participation in group work, pronunciation, accuracy etc.
2. Pupils prepare by making notes in their notebooks. First, they give the ‘medals’ (for example
3 things their partner did well), then set one ‘mission’ (what the partner could improve on in
future lessons).
If you do this activity regularly, pupils will become better at giving useful, constructive
feedback to their partners. Encourage pupils to develop these skills by gradually increasing
the task, for example by asking pupils to suggest how their partner can improve, or by saying
how they could help their partner.
3. Pairs give their feedback orally to one another.
Be sure to monitor carefully, especially when this activity is new to pupils.
4. If time allows, collect some of the ‘medals’ from pairs by inviting pupils to share their positive
feedback with the class.
POST-LESSON TASK 12: LEARNING JOURNAL
AIM: To reflect on learning and to develop critical thinking and independent learning skills
MATERIALS: Notebooks (or separate learning journal)
1. At the beginning of the year, introduce the idea of a learning journal, where pupils reflect on
what they have learnt during a lesson or series of lessons. For example, they can talk about:
 Something they did well (e.g. a language skill)
 Something they are proud of
 A goal they reached
 New words they learned
 New language they learned
 How they worked co-operatively with other pupils
 Something they would like to do better in future
 A goal for upcoming lesson(s)
2. Allow time for explanation when you first ask pupils to keep learning diaries. You may want to
prepare a model and/or use pupils’ L1.
3. Pupils will probably not reflect in detail or deeply at first, but their reflection skills will develop
if you ask them questions and guide their diary-keeping.
4. Remember to collect in their diaries and make positive comments on the content. Avoid
marking diaries for language accuracy or grading them in any way.
If you ask pupils to keep a learning diary regularly, they will soon be able to do them more
quickly and will become skilled at it.
Primary Year 5 Scheme of Work
22
4. Differentiation strategies for Primary pupils
The Scheme of Work suggests at least one differentiation strategy for each lesson. These
suggestions are related directly to the focus of that lesson and are often similar to the
strategies below. However, every class is different, and teachers are encouraged to reflect
on the learning needs of their individual pupils in each class in order to select and adapt the
strategies they use in a lesson. They may choose to follow the suggestions in the Scheme of
Work, and/or follow one or more strategies from the list below.
Strategy 1: Differentiate by the task pupils are given
If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me
the food words you know or What will happen next?) allow more proficient pupils to
contribute more unusual words, more complex language, or more original ideas. Sometimes,
the teacher can also give different tasks to more proficient and less proficient groups of
pupils according to their needs and interests: see Strategy 5 for more on this.
Strategy 2: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:

their own instruction (e.g. ‘It’s an animal we have in Malaysia. It begins with the letter M.
It lives in the trees in the jungle.’)

with gestures

with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)

with written words (e.g. written words on a worksheet or the board to help pupils with
spelling).
Different types and amount of support can be given to less proficient pupils, depending on
their needs, and extra challenge can be provided for more proficient pupils. For example, you
can give more proficient pupils more verbal instructions without using gestures.
Strategy 3: Differentiate by the outcome expected from pupils
The teacher may expect more language from some pupils, and less from others. The main
aim is that every pupil says or writes something, so that they feel successful. Two useful
strategies here are:
A. Compulsory plus optional
Here, the teacher sets pupils’ targets such as With your partner, write 2 sentences or
more, or In your group, write 5 words or more. The minimum target (2 sentences, 5 words)
is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is
optional, and gives a chance for more proficient language pupils to challenge themselves.
Some pupils will stop at the minimum target at first, but with more practice, they will soon
get the idea of going beyond the minimum target.
B. Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas
they learned in a previous lesson or task (e.g. Look at the objects on my table. In one
Primary Year 5 Scheme of Work
23
minute, I’ll cover them… Now, share with your group what you remember. Make a list
together and then tell me). Sometimes, less proficient pupils have good memories, so as
well as different outcomes, this task also allows different pupils to make successful
contributions to a group task.
Strategy 4: Differentiate by the time pupils are given to complete a task
Some pupils need longer than others to complete tasks, especially when writing is involved.
When it is appropriate, these pupils should be given a little more time to finish, and extra
tasks for pupils who complete the task early should be provided (e.g. Note another example
from your imagination; Try to name all the things in this picture in the textbook; Talk with your
friend in English: you choose what to talk about). Rewarding fast finishers with something
‘fun’ to do (such as playing with toys or drawing a picture) should be avoided, as this will
encourage pupils to work quickly, rather than to work carefully at their own speed. Extra
tasks should extend and enrich learning.
Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about
what they do and how they do it. Sometimes, for example, pupils decide for themselves
which tasks they want to do (e.g. the gestures they create for an action song, or a revision
game), depending on the ways they prefer to learn (for example visually, through speaking or
listening, or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can
sometimes pair up pupils who can help and support each other (e.g. one who can write well
and one who still has difficulty writing) or who enjoy working together. Sometimes teachers
might want to mix girls and boys, or have single-sex pairs/groups. In some tasks, pupils can
be assigned different roles to do, for example a group manager, writer or artist. Teachers
should make sure to vary pairings and groupings over time.
Teachers can support needs by setting individual tasks and targets for pupils based on
teacher assessment. For example, if a number of pupils are not able to read fluently yet, a
teacher might decide on a reading target for each pupil and provide them with different tasks
from those pupils who can already read English very well. If a few pupils are very proficient
or fast readers, they could be given extra tasks.
Strategy 6: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is limited. They often
involve very short responses. Open questions usually have more possible answers, and
longer responses. Asking closed questions to less proficient pupils (e.g. Which boy is James?
Is he eating noodles or rice?) gives them a chance to produce accurate answers, as they are
usually easier to answer than open questions. Asking open questions to more proficient
pupils (e.g. What can Mandy do now? or How do you think Maya feels at the end of the
story?) provides extra challenge. As less proficient pupils grow in confidence and
competence, teachers can ask them more open questions. Sometimes there are also good
reasons for asking more proficient pupils easier questions, as this involves them in the
lesson and helps the pace of the lesson.
Primary Year 5 Scheme of Work
24
Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback.
For example, if a pupil who is less proficient at Writing has tried hard and produces work with
a number of misspellings or grammatical mistakes, feedback can be given on what they did
well, and only 2 or 3 common misspellings or mistakes highlighted. The pupil should respond
to this feedback because the suggested improvement is achievable for them. If a stronger
pupil writes well and makes 2 mistakes, the teacher can tell them the lines in which the
mistakes are, and perhaps the kind of mistakes they are, and ask them to find and correct
them. The pupil should be able to respond to the extra challenge built in to this feedback.
The same principle applies to giving feedback on pupils’ spoken language.
Primary Year 5 Scheme of Work
25
5. Glossary of terms in Year 5
Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering a lesson. Teachers may find the following
explanations of important terms used in Learning Outlines useful.
Term in Year 5
Scheme of Work
Meaning
brainstorm (vb)
This is when pupils work with one or more other pupils to put all their ideas together. They should be able to give all their ideas without
worrying about accuracy. It may be listing, categorising etc.
consolidation (n)
This is a lesson or lesson stage when language and/or skills are reviewed, and built upon. It aims to remind learners of new vocabulary,
grammar and functional language presented in previous lessons, and it can also be used to extend an area of study and challenge stronger
pupils.
coordinating
conjunction (n)
differentiation (n)
These are words which connect sentences or parts of sentences together, such as but, so. They are also known as cohesive devices.
Differentiation is the variety of teaching techniques and lesson adaptations that teachers use to teach a class with diverse learning needs.
discourse skills (n)
Discourse is any speech or writing that is longer than a sentence, e.g. a conversation. At this level, pupils are beginning to use more
language, and produce longer pieces of writing or speech, so teachers will support pupils in developing these skills in Year 5.
drill (vb)
Drilling is where the pupils hear a word, phrase or sentence and repeat it. Often the teacher says the words and pupils repeat it a few times,
but the word may be recorded and pupils may repeat more/fewer times, individually/in pairs/in groups. This gives practice in pronunciation
and helps pupils remember. It can be done in different fun ways.
elicit (vb)
This technique is where the teacher gets the information, answer, language from pupils, rather than telling them. It will help the teacher see
what pupils know and makes pupils more active in their learning and language use.
fast finishers (n)
Pupils who are able to work at a faster pace on a specific task than the majority of pupils in a class. They are therefore ready to move on to
the next task sooner than the majority of pupils because they finish earlier than the others.
feedback (n) / feed
back (vb)
This is the response given to something a pupil does. It can be in writing or it can be spoken, and it can be given by the teacher or peers.
Feedback should always be motivating, formative and constructive (i.e. it should show the pupils what they did well and how they can
improve in a child-friendly way).
Primary Year 5 Scheme of Work
26
Term in Year 5
Scheme of Work
gapped text (adj)
gist (n)
Meaning
This is a text which has missing words or phrases. Pupils should read and decide which words or phrases complete the text. This is also
known as a ‘fill in the blanks’ activity.
Listening or reading for global/general understanding.
Letter/word jumble (n)
This kind of activity is where pupils have words for a sentence in a mixed-up order, and should re-order them to form a correct sentence,
focussing on sentence structure and form. This can also be done with letters to make a word, and will support spelling skills.
mingling activity (n)
When pupils mingle, they move around the classroom and talk to several different pupils. They may choose who they speak to, or they may
have to speak to a certain number of pupils to complete a task, e.g. Find six pupils in the class who have a pet cat.
monitor (v)
Teachers monitor when they walk around the classroom to see and watch pupils. This is to check that they know what to do, that they are
doing what they should be doing, to answer any questions and, importantly, to check their work and give individual support and feedback.
peer-assessment (n)
This is when pupils give feedback to other pupils on specific aspects of their learning, such as a specific aspect of the quality of their
speaking. The feedback can take the form of two things that were good (stars) and one area for improvement (wish).
phoneme (n)
Phonemes are the sounds that make up words in spoken language.
post-lesson (adj)
Activity at the end of a lesson to review and consolidate the learning.
pre-lesson (adj)
Activity at the beginning of a lesson to activate pupils’ prior knowledge.
pre-teach (vb)
prior knowledge (n)
Sometimes teachers need to teach pupils key language before they listen or read a text or do a speaking or writing activity. This will help
them understand the text and/or achieve the activity objectives.
Knowledge and skills which pupils already have. Pupils possibly acquired from previous lessons or previous years.
realia (n)
These are the ‘real thing’, used in the classroom as props to help pupils learn and remember language. For example, the teacher shows an
apple to teach the word ‘apple’, rather than using a picture.
self-assessment (n)
This is when pupils are asked to assess themselves on specific aspects of their learning. For example, learning diaries kept by pupils can
reveal areas that need clarification or specific skills that need further development.
Primary Year 5 Scheme of Work
27
Term in Year 5
Scheme of Work
Meaning
sentence starter (n)
This is a type of support strategy to help learners communicate their ideas, opinions or thoughts. For example, when describing an image:
We think the picture on the left looks __________. The bar chart shows us there are _________.
target language (n)
This is the language teachers want pupils to use and learn in the lesson.
TPR activity (n)
TPR = Total Physical Response. This is a way of teaching which combines movement and language to help pupils learn more deeply. It also
lets teachers check understanding. Pupils listen and mime only, or they can mime and repeat at the same time.
Primary Year 5 Scheme of Work
28
Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find the following explanations of some
of the terms useful.
Term in Year 5 curriculum framework
Meaning
Listening
Listening 1.1.1
Recognise and reproduce with little or no support a wide range of
target language phonemes
Listening 1.2
Understand meaning in a variety of familiar contexts
a wide range of target language phonemes
Phonemes are the sounds that make up words in spoken language. By the end of
Year 5, pupils should be able to hear and say most of the phonemes, including most
of the less common ones, such as /ɔɪ/ or /aʊ/ with minimal or no support.
a variety of familiar contexts
Familiar contexts are ones which pupils know and are relevant to pupils’ lives, e.g.
home, school, and neighbourhood. Specific examples include contexts linked to topics
covered in the Year 5 textbook, such as Towns & Cities; Food & Health.
Pupils in rural or remote areas and pupils who live in cities may be familiar with
different contexts. Please consider your local context to decide what is familiar to your
pupils.
Listening 1.2.1
Understand with support the main idea of longer simple texts on a
range of familiar topics
See also Listening 1.2.2
Listening 1.2.2
Understand with support specific information and details
See also Reading 3.2.2
Primary Year 5 Scheme of Work
longer simple texts
Longer simple texts are those with more than 4 or 5 utterances or sentences.
They usually contain more than one paragraph. They should be easy for pupils to
understand.
specific information
Specific information is in the details of a text. Pupils may listen to a text and try to
identify a number, name or another piece of particular detailed information. They may
not be focussed on the overall general meaning of a text, however.
29
Listening 1.2.3
Understand with support longer simple narratives
longer simple narratives
Longer narratives are stories or sequences of events which are usually more than 15
lines long, and may be considerably longer in some forms, such as a book or comic.
Simple narratives contain language which pupils can understand, and which is
familiar. In Year 5, narratives should be on a range of different topics which are
familiar to pupils.
Please use your own judgment when selecting such narratives, based on the level,
context and interest of the pupils you teach.
Listening 1.2.4
Understand a sequence of supported classroom instructions
a sequence of supported classroom instructions
Classroom instructions are the instructions teachers use to direct pupils to do
activities. In Year 5, these should be longer and slightly more complex, for example
using full sentences and combining 2 or 3 instructions into a sequence (e.g. First, read
the title and answer question 1. Then read the whole text to answer questions 2 and
3). Support classroom instructions using modelling, demonstration, miming and closed
questions to check understanding of all pupils.
Listening 1.2.5
Understand a sequence of supported questions
supported questions
Supporting questions involves using mime and gesture, modelling and routines. This
also includes using pictures and objects to visually support meaning. By the end of
Year 5, pupils are expected to hear and understand a sequence or 2 or 3 of such
questions.
Listening 1.3
Use appropriate listening strategies in a variety of contexts
listening strategies
Listening strategies are the techniques we use when we listen, i.e. what we do to help
us understand when we listen. For example, predicting what we’ll hear, guessing the
meaning of words we don’t know.
Listening 1.3.1
Guess the meaning of unfamiliar words from clues provided by
other known words
unfamiliar words
These are words pupils do not know or understand in English.
other known words
These are the words pupils already understand. They may also be able to use them.
See also Reading 3.2.3
Primary Year 5 Scheme of Work
30
Speaking
Speaking 2.1
Communicate simple information intelligibly
simple information
Simple information is frequent, everyday information which is simple cognitively.
Examples include pupils talking about themselves, giving personal information or
saying what they like. The Year 5 textbook provides frequent opportunities for pupils to
communicate simple information orally.
Speaking 2.1.1
Give detailed information about themselves
detailed information
In Year 5, pupils will talk in more detail about themselves, their background, their
opinions, preferences and experiences. This information is still familiar to pupils and
related to their own lives.
See also Writing 4.2.1
Speaking 2.1.3
Ask for, give and respond to simple advice
See also Writing 4.2.2
simple advice
Simple advice is a short piece of advice normally no longer than a sentence using
simple language e.g. Eat an apple – it’s good for you.
Speaking 2.2.1
Keep interaction going in short exchanges
short exchanges
An exchange is a dialogue – that is, when there are 2 (or more) people
communicating. A short exchange will usually include 2 turns but could include up to 4
or 5 turns if they are very short (e.g. one word/phrase or a fixed phrase). For example,
Student’s Book, p.4, Exercise 5; Student’s book, p.18, Exercise 4.
Speaking 2.2.2
Agree a set of basic steps needed to complete short classroom
tasks
a set of basic steps
These steps refer to the procedures for carrying out an activity in the classroom. They
should be clear, short and easy to understand and will appear in a short sequence.
Pupils will work with others to discuss such steps when deciding how to work as a
group or pair, for example: First, I need to tell you my answers. You listen and write
them, don’t you?
Primary Year 5 Scheme of Work
31
Speaking 2.3.1
Narrate short basic stories and events
short basic stories and events
Where pupils are asked to tell stories themselves, they are narrating the story. They
may also be recounting an event which is familiar to them. If written, the texts should
be around one or two short paragraphs long and be simple in nature; or they may be
unscripted. They may be pupil-made or be based on other input.
Reading
Reading 3.2.4
Use with support familiar print and digital resources to check
meaning
Reading 3.3.1
Read and enjoy A2 fiction/non-fiction print and digital texts of
interest
familiar print and digital resources
These are resources which pupils will use when reading to check their understanding
or find out the meaning of unfamiliar words. Print resources may include monolingual
dictionaries, glossaries etc., which pupils will have used in previous years. Digital
resources may include online dictionaries, word games, apps or CD-ROM based
resources.
A2 fiction/non-fiction print and digital texts
These are reading texts for young learners of English at CEFR A2 level. Examples
include stories, poems, quizzes, reference books, appropriate websites etc.
Writing
Writing 4.2
Communicate basic information intelligibly for a range of
purposes in print and digital media
basic information
Basic information means the same as simple information (see Speaking 2.1 above),
i.e. frequent, everyday information. Examples include pupils talking about themselves,
giving personal information or saying what they like. The Year 5 textbook provides
frequent opportunities for pupils to communicate basic information in writing.
a range of purposes
The range of purposes is described in the Learning Standards for Years 1–6. These
purposes involve finding out about and giving personal details and opinions.
Primary Year 5 Scheme of Work
32
Writing 4.2.4
Describe people, places and objects using suitable statements
suitable statements
Pupils should be able to describe something (people, places and objects) effectively
by the end of Year 5. In order to do this, they should be able to communicate sufficient
and accurate detail about it in a simple but clear way. It may include the pupils
themselves or the world around them, for example: Student’s Book p.49, email in
Exercise 1.
Writing 4.2.5
Connect sentences into one or two coherent paragraphs using
basic coordinating conjunctions and reference pronouns
coherent paragraph
This is a paragraph which is made up of sentences that fit together in meaning and
through appropriate use of linking words.
basic coordinating conjunctions
These are linking words which join words, phrases, sentences or parts of sentences to
bring them together. They should continue to be simple in Year 5, such as also, but,
so.
reference pronouns
A word which represents a noun. In Year 5, these should be simple, such as
him/her/me etc.
For examples of the above, see Student’s Book p.49, email in Exercise 1.
Writing 4.3.1
Use capital letters, full stops, commas in lists and question marks
appropriately in independent writing at discourse level
independent writing
In Year 5, pupils begin to write independently, with a very minimal amount of support
or without models or other support (e.g. with content, vocabulary or language).
See also Writing 4.3.2
discourse level
The writing should be longer than a single sentence.
Writing 4.3.2
Spell a range of high frequency words accurately in independent
writing
high frequency words
High frequency words are words which pupils use often in Year 1–5 classroom
activities, especially in writing, e.g. common verbs: be, come, like; common adjectives:
cold, happy, beautiful; common nouns: school, sister, computer, etc.
Primary Year 5 Scheme of Work
33
Writing 4.3.3
Produce a plan or draft of one or two paragraphs for a familiar topic
and modify this appropriately in response to feedback
Primary Year 5 Scheme of Work
feedback
Feedback (positive and constructive) may come from the teacher or from other pupils
(peer feedback). It is also possible for pupils to review drafts of their own writing and
revise them based on this. In this case, the feedback would come from selfassessment.
34
6. Scheme of Work: Lessons 1–160
WEEK: __
Starter Unit
SCHEME OF WORK: TEXTBOOK-BASED LESSON
LESSON: 1 (Listening 1)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Present simple:
affirmative and negative; Possessive adjectives e.g. my
CONTENT
STANDARD
LEARNING
STANDARD
Main Skill
Main Skill
Listening
Listening
1.2
1.2.1
Understand
meaning in a
variety of familiar
contexts
Understand with
support the main
idea of longer
simple texts on a
range of familiar
topics
Complementary
Skill
LEARNING OUTLINE
Pre-lesson
1. Play vocabulary game to activate knowledge of words learned in previous years.
Write ‘Free time’ on board. Check meaning: Is going to school free time? Are
holidays free time? Pupils stand in a circle and take turns clockwise to say a noun,
adjective or verb about free time. e.g. swimming – holidays – beach – sand – sun –
hot – picnic – like. Repeat anti-clockwise. How many words can they remember?
Lesson delivery
2. Follow instructions in Teacher’s Book, p.18, Exercise 1 (CD Track 1-02). Pupils
then look at Student’s Book, p.4, Activity 1 and find words they said in Step 1. Find
out with a show of hands if listening to words about free time is easy or hard. Ask
what helped them to understand the words (pictures, words written in box).
3. Pupils look at words in Activity 2. Read them aloud to check meaning and
pronunciation. Help pupils to notice the stress in photography. Say photograph. Can
they hear the difference?
Reading
Complementary
Skill
3.2
Reading
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
3.2.1
4. Pupils read about a girl’s free time in Activity 2 then with a partner, guess which
words go in the gaps.
Understand the
main idea of simple
texts of two
paragraphs or more
Note pupils who found it hard to follow the text when listening and reading it.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1 and 2
p.4
Teacher’s Book
p.18
DIFFERENTIATION
STRATEGIES
This lesson is a review
of vocabulary and
language from previous
levels. Some of the
language is basic but
some pupils may need
time to process the
many words related to
free time.
See Strategy 4 for
those learners who are
slower at reading and
writing in English.
5. Pupils listen to CD Track 1-03 to check answers. Find out words they guessed
correctly. Ask: Why is it important to be careful when chatting online? Find out how
long pupils think it is acceptable to be chatting or online or using a computer screen.
Post-lesson
6. Choose a post-lesson task from Section 3 to review free time vocabulary.
Primary Year 5 Scheme of Work
35
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 2 (Speaking 1)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Present simple:
affirmative and negative; Subject pronouns e.g. I, you;
Possessive adjectives e.g. my, our
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
1. Say sentences about hobbies and interests. Pupils stand up if the sentence is
true for them. For example: You like ___. You don’t like ___. Your favourite hobby /
interest is ___. Pupils then say sentences about your hobbies and interests. Sit
down if not true, stand up if true.
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.1
Communicate
simple information
intelligibly
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
4. Pupils do Activity 4 on p.4. They write six sentences about their hobbies and
interests.
Writing
Writing
CCE: Values: ask pupils why they think it’s important to have hobbies and interests.
Find out hobbies they would like to do when they are teenagers.
4.2
4.2.1
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
Lesson delivery
2. Write on board 1–9. Pupils look at sentence starters in p.4, Activity 3 and say a
number. You complete the sentence. Put a tick beside number on board. Repeat.
3. Pupils listen to CD track 1-04 and complete sentences about people on CD.
5. Choose two pupils to read speech bubbles in Activity 5. Pupils work with a
different partner and repeat dialogue substituting hobbies and interests with theirs.
6. Pupils do p. 5, Activities 1, 2 and 4 to remind them about subject pronouns and
possessive adjectives. If time, they should check in pairs first. Teacher checks with
whole class.
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
English Plus 1
See Strategy 3A for
pupils who are slow at
writing.
Student’s Book
Activity 3, 4 and 5
p.4
Give them fewer
sentences to complete
at Step 4.
Teacher’s Book
p.18
At Step 4 encourage
pupils to write at least
three positive
sentences about their
hobbies and interests.
Student’s Book
Activities 1, 2, 4
p.5
Paper to write
TRUE and FALSE
for Step 7
Note pupils who are confident about giving information about themselves and those
who need some support.
Post-lesson
7. Play Is it true, is it false? Pupils write in capital letters TRUE and FALSE on two
pieces of paper. They take turns to say or make up a hobby or interest that a
member of their family has. Then ask: Is it true? Is it false?
Primary Year 5 Scheme of Work
36
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 3 (Reading 1)
MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language and
Environmental Sustainability
LANGUAGE/GRAMMAR FOCUS: Subject pronouns e.g. I,
you, we, they
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.1
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand the
main idea of simple
texts of one or two
paragraphs
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Primary Year 5 Scheme of Work
1. Show a map of world on board. Find out if pupils know where Europe is, then The
Czech Republic. Say the capital city is Prague. Pupils look at photo on p.5 and say
three things about the Prague houses e.g. They’re different colours. They’re tall.
There are lots of windows. Ask: What differences are there between these houses
and houses in Malaysia?
Lesson delivery
2. Pupils read text in Activity 6 and choose correct subject pronouns. They compare
answers with a partner then teacher gives feedback.
3. Write on board: ‘their friends, They’re from Prague. There is a photo of houses.’
Help pupils to notice differences. See language note in box in Teacher’s Book, p.19.
CCE: Environmental Sustainability – Write ‘eco-house’ on board. Explain this is a
house made to help the environment. Elicit ideas about what this means e.g. with
technology – low heat, low power, low energy.
MATERIALS /
REFERENCES
English Plus 1
Students’ Book
Activities 6, 7 and
8
p.5
Teacher’s Book
p.19
Map of the world
for Step 1
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Please see Strategy 5:
learning preferences
and needs
Consider pairing pupils
for Activity 6 so there is
a more-confident pupil
and a less-confident
pupil in some pairs.
4. Pupils read and listen to the dialogue in Activity 7 (CD 1-05). In pairs, they read
the dialogue aloud. Nominate two or three pairs to read the dialogue to the class.
5. Pupils read Key Phrases – Introducing people. With a different partner, substitute
the words in blue in the dialogue with their own names and hobbies and read it
aloud. Encourage pairs to memorise the dialogue and choose pairs to perform it.
Note any difficulties pupils have when reading and understanding the text and
dialogue.
Post-lesson
6. Play Post-lesson Task 1: Spot the Differences. Change 5–6 words in the reading
text in Activity 7 e.g. Jack – Joe; Not bad – Not good; friend – sister; is into – isn’t
into etc. Read the changed text aloud and pupils put up their hands when they hear
a wrong word.
37
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 4 (Writing 1)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language and
Creativity
LANGUAGE/GRAMMAR FOCUS: Prepositions of place e.g.
on, near, next to
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
1. Brainstorm classroom objects on board. Draw a mind map with classroom objects
written in centre. Pupils classify the objects into groups e.g. furniture, electric things,
things for writing/reading, things for the wall.
4.2
4.2.4
Lesson delivery
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Complementary
Skill
Listening
Listening
1.2
1.2.4
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported
classroom
instructions
Primary Year 5 Scheme of Work
2. Pupils do Activity 1. Ask which word is the most difficult to spell (dictionary).
3. Follow instructions in Teacher’s Book, p.20, Exercise 2.
4. Pupils in pairs do memory test in Activity 3. They look at sentences in Activity 2
again for one minute, close their books and write down as many sentences as they
can remember. Ask: Who can remember 3, 5, 7, or more than 7 sentences?
5. Pupils do Activity 4. Tell pupils they are going to be creative. They draw a desk
and write sentences to describe what’s on the desk. Pupils swap with a partner and
check if any of the objects and sentences are the same.
6. Follow instructions in Teacher’s Book, p.20, Exercise 5. Pupils listen to partner
describing their pictures and draw what they hear.
CCE: Creativity – find out if pupils think they were creative in Activities 4 and 5. Ask:
Do you think the drawing (8) on the wall in Activity 1 on page 6 is creative? Why or
why not?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–5
p.6
Teacher’s Book
p.20
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Please see Strategy 5:
learning preferences
and needs
In Step 4, pair some
pupils with mixed ability
partners so one says
the sentences and the
other writes them.
Encourage less able
pupils to say the
sentences, more able
pupils to write them.
Note how well pupils can describe the positions of classroom objects and classroom
objects in their drawings.
Post-lesson
7. Follow instructions for Optional Activity: Vocabulary in Teacher’s Book p.20.
38
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 5 (Language Arts 1)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: This Tooth
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Verbs (past tense verbs)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Complementary
Skill
Complementary
Skill
Reading
Reading
3.2
3.2.3
Understand
a
variety of linear
and
non-linear
print and digital
texts by using
appropriate
reading strategies
Guess the meaning
of unfamiliar words
from clues provided
by title, topic, and
other known words
Primary Year 5 Scheme of Work
Revised parts of the body by playing a simple game (e.g. Simon says, touch
your cheek)
Lesson delivery
2.
3.
4.
5.
6.
7.
Introduce the poem. Discuss the corresponding images on the page.
Ask pupils to read the poem silently.
Divide pupils to a smaller group and provide them with number cards (1 and 2)
to group them according to the stanzas.
Each group has to guess the meaning of the verbs from the assigned stanza
(Stanza 1: jiggled, jaggled, jerked and Stanza 2: pull, pushed, poked) by looking
at the pictures of the poem and words that they know (pull & push = may be
familiar).
Each group acts out their stanza based on their guesses of the verbs.
Prompt pupils on the event whether they like it or not and give explanation
(either orally or in a written form).
MATERIALS /
REFERENCES
Anthology of
Poems
page18
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Some pupils might not
be able to come out
with their own reasons.
Teacher will then have
to accept phrases and
incomplete sentences.
(Strategy 3)
Post-lesson
8.
Teacher poses a question “What do you want to do if your tooth is loose?” and
pupils perform their possible actions based on their imagination.
39
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 6 (Listening 2)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Possessive ‘s’
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.1
1.1.1
Recognise and
reproduce target
language sounds
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.1
Understand the
main idea of simple
texts of one or two
paragraphs
Primary Year 5 Scheme of Work
1. Pupils stand in a circle. Choose a pupil to start the game and point to her/his desk
and say That’s ___’s desk. Repeat. Pupils then take turns to say name of two pupils
standing next to them and find books, pens or notebooks that belong to them. They
say: These are the pupils’ ___s.
Lesson delivery
2. Follow instructions in Teacher’s Book, p.21, Exercise 1 and read the Language
note. Help pupils to notice the sound of apostrophe ‘s’. Ask: is it /s/ or /z/? Pupils
repeat: teacher’s, Harry’s and Eva’s. Can they hear the /z/ sound?
3. Pupils do Activity 2 then in pairs take turns to say the phrases.
4. Tell pupils they are going to hear two people talking on a phone. Read the three
sentences in Activity 3 aloud. Pupils listen for the correct words at end of these
sentences. Play CD 1-08. Can they find another word with ‘s’ at the end that has the
sound /z/? (speakers)
CCE: Values – ask why it’s important that parents know where you are, what you’re
doing and who you’re with.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.7
Teacher’s Book
p.21
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 4 play the CD
track again and pause
after I’m at home; in the
drawer; MY speakers in
YOUR room. This
enables less-proficient
pupils to focus on the
answers.
5. Pupils read and complete the table in Activity 4. In pairs they take turns to listen
and respond to their partner’s 3 questions about places: Am I __? Are you __? Is
(classmate’s name) __?
Note how well pupils can identify the difference between /s/ and /z/ sounds.
Post-lesson
6. Pupils in groups place some of their personal classroom objects in middle of a
desk or table. They take turns to say: That’s (name of pupil) _______’s (noun) ___.
If they are correct, they give the object back to the pupil who owns it.
40
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 7 (Speaking 2)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Interrogatives with verb
‘to be’; Prepositions of place e.g. at school
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.1
Communicate
simple information
intelligibly
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
Writing
Writing
4.2
4.2.1
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
1. Write on board: ‘Where are you in the classroom?’ Write: ‘near’, ‘between’,
‘opposite’ and ‘next to’ in a vocabulary box. Elicit sentences from pupils to describe
their position in the classroom e.g. I’m near / I’m not near the door. I’m between __’s
desk and ___’s desk etc.
Lesson delivery
2. Follow instructions in Teacher’s Book, p.21, Exercise 5. While they are asking the
questions to their partner, pupils write down how many sentences have ‘Yes’
answers and how many ‘No’. Find out the total of yes and no answers. Which has
more – no or yes answers?
3. Pupils look at the table with person, city and place in Activity 6. Check if they
know which countries Rio, New York, London and Cairo are in. Show pictures of the
people and elicit information about them: Lionel Messi is a footballer, Taylor Swift is
a singer, Kristen Stewart is an actor and Robert Downey Junior is an actor.
Alternatively, write a different table on the board with people familiar to pupils.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 5 and 6
p.7
Teacher’s Book
p.21
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
At Step 4, provide less
confident pupils with
two question starters:
Are you in_?
Are you at __?
4. Follow instructions for Teacher’s Book, p.21, Exercise 6. Remind pupils to choose
different people, different cities and different places.
5. Extra activity: If time, do Activity 4. Pupils in pairs write questions with words in
the six sentences then ask and answer the questions in pairs.
Note how well pupils spoke about themselves, asked questions about a partner and
wrote about themselves.
Post-lesson
6. Who am I? Sit on a seat at front of class. Tell pupils you are a famous Malaysian
person. They ask questions starting with ‘Are you…’ to find out who you are.
Primary Year 5 Scheme of Work
41
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 8 (Reading 2)
MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language and
ICT
LANGUAGE/GRAMMAR FOCUS: Adjectives e.g. boring,
bad, unpopular
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information and
details of two
paragraphs or more
Complementary
Skill
Writing
4.2
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
1. Write on board: ‘big ←→small’, ‘fast ←→slow’ with symbol to show they’re
opposites. Elicit big, small, fast, slow. Animals. Ask: Are any animals small and
slow? (snail) Big and fast? (cheetah). Explain these words are adjectives. They
describe things.
Lesson delivery
2. Pupils read adjectives in Activity 1. Ask: Which two letters are at the start of
unpopular? Can they think of other adjectives starting with ‘un-‘? (unhappy, unkind)
Explain they are going to read a text with 8 adjectives in blue. They read and listen
(CD 1-09). With a partner, they match blue words with their opposites in the box.
3. Pupils read text again. Ask: What’s the name of the first writer? And the second,
and the third? Pupils answer questions about children in Activity 2. Check answers.
Complementary
Skill
Writing
4.2.4
Describe people,
places and objects
using suitable
statements
Primary Year 5 Scheme of Work
CCE: ICT – Hold up a mobile phone or show image on board. Find out words pupils
know about a mobile phone. Write on board screen, keys, answer key, end call key,
sim card, ringtone, charger, hands free. Give handout to each pupil and they label
parts of the phone, sim card and charger. Find out how often they use one.
4. Follow instructions in Optional activity: Vocabulary in Teacher’s Book, p.22. Pupils
read text again and write three sentences about things in their bag starting with: I’ve
got ___ and using an adjective from Activity 1.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1 and 2
p.8
Teacher’s Book
p.22
For CCE – a
handout for each
pupil with an
image of a mobile
phone large
enough for them
to label parts of it
including keys and
a sim card and
charger beside it
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Please look at Strategy
3: Outcomes. Some
pupils could write 2
sentences and some
could write three
sentences or more at
Step 4.
5. Pupils in pairs swap sentences and find adjectives in their descriptions. Are they
the same or different from their partner’s adjectives?
Note pupils who are slow at reading the paragraphs. Consider why they were slow.
Post-lesson
6. Pupils in groups of three, take turns to ask and answer the questions: What have
you got in your pocket/on your desk/under your bed? They include an adjective in
their answer e.g. I have a small notebook in my pocket.
42
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 9 (Writing 2)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Financial
Education
LANGUAGE/GRAMMAR FOCUS: Adjectives e.g. popular,
interesting; Verb: have got
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
1. Write ‘Adjectives’ in centre of a mind map. Elicit adjectives from previous lesson
and write around mind map. Pupils say any opposite adjectives they know. How
many opposites can they match?
4.2
4.2.4
Lesson delivery
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.5
Communicate
simple information
intelligibly
Describe people,
places and objects
using suitable
statements
2. Write: ‘very’, ‘really’, ‘quite’ on board. Model sentences with words in context e.g.
‘I’m very/really interested in music’. Ask: What kind of words go after very, really,
quite? Pupils read p.8, Key Phrases.
3. Draw table on board with headings TV programmes, Places, People, Games or
Films. Elicit examples of sentences about programmes, places etc. Pupils do
Activity 3. They compare with a partner. Choose pupils to say a sentence.
4. Pupils do Activity 4. They memorise two of their sentences then in pairs tell each
other.
CCE: Financial Education – find out if pupils know the cost of a mobile phone. Give
pairs of pupils the handout. In turn, they say a sentence about the phones using Key
Phrases. Ask if they think it’s important to have an expensive phone.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3 and 4
p.8
Activity 3 p. 9
Teacher’s Book
p.22 and 23
For CCE:
handout for pairs
of pupils with
images and cost
of four different
mobile phones
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
At Step 3, some pupils
may not be able to
write 8 sentences so
reduce the number to
4–6, and monitor pupils
as they write to see if
any need support.
5. Pupils re-read the text on p.8, Activity 1, which they did in previous lesson. They
find examples of: has got, have got, hasn’t got and haven’t got. Choose pupils to
give examples and to say if they are from Paul’s, Ben’s or Maria’s text or from
Activity 2.
6. Read the table in p.9, Activity 3 with pupils then they complete it.
Note how well pupils described places, people and objects when writing about them.
Post-lesson
7. Pupils in small groups prepare 3–4 questions to ask you about things you have
got. Choose a leader from each group to ask two of their questions. Pupils from
other groups can’t repeat the same question.
Primary Year 5 Scheme of Work
43
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 10 (Language Arts 2)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: This Tooth
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Connectors (first, next,
finally)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3
5.3.1
Express
imaginative
response
literary texts
an
to
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
Primary Year 5 Scheme of Work
Pupils share what they remember from the poem [Pre-Lesson Task 9 – Memory
Chain] before going through the poem.
Lesson delivery
2.
3.
4.
5.
6.
Tell pupils that they are going to create a mask and tell their story about the
falling tooth in groups.
In groups, pupils discuss on how to create the mask.
Teacher encourages pupils to use connectors (first, next and finally) in their
story so that it is easier to narrate it.
Provide time for pupils to create the mask of a person with a loose tooth (either
boy or girl) and their story based on their imagination and creativity.
Then, pupils take turn to narrate their story.
Post-lesson
7.
Pupils take notes on one of the memorable stories presented by their friends on
a piece of paper [Post-Lesson Task 10 – What about you?]
MATERIALS /
REFERENCES
Anthology of
Poems
page18
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
Mask sample
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Provide pupils with
opportunities
to
contribute in their own
ways (in terms of
drawing, colouring, or
narrating).
(Strategy 5)
44
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 11 (Listening 3)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: Nouns and Adjectives
e.g. Spain, Spanish, China, Chinese
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.5
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported questions
Complementary
Skill
Reading
Complementary
Skill
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Reading
3.2.3
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
1. Project or pin world map on board as support for warm-up. Follow instructions for
warm-up activity, Teacher’s Book, p.24. Choose a pupil to point to Malaysia on map.
Lesson delivery
2. Pre-teach ‘globe’. Pupils in pairs do p.10, Activity 1. Say country names again and
pupils repeat. Which countries sound similar in English and Malay (or other
languages pupils know)?
3. Play a word game with the six blue words in quiz, p.10, Activity 2: Say: Listen
then find the blue word. e.g. What is something we wave on special days. What
word means a person is very good and really popular?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1 and 2
p.10
Activities 1–3
p.11
Teacher’s Book
p.24 and p.25
4. Pupils do p.10, Activity 2. Help pupils to notice endings of nationalities by writing ish, -an -ian, -ese on board.
World map as an
image or poster
CCE: Patriotism – ask pupils why it’s important to be able to give information about
your country. Elicit examples of facts they know about Malaysia e.g. flag, food,
money, important people, important buildings.
Flash cards to
hold up with
Where? What?
Who? on them for
Step 5
5. Hold up three flash cards (Where? What? Who?) and elicit examples of questions
that start with these question words. Pupils do p.11, Activity 1. Check answers.
Pupils do p.11, Activity 2 (CD1.12)
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Please look at Strategy
1: Task
At Step 4 encourage
more-proficient pupils
to say longer
sentences.
6. Pupils read key phrases in Activity 3. They listen to (CD1.12) again. With a
different partner, they complete the five sentences. Check answers.
Note any pupils who found understanding the questions in Steps 3 and 5 hard.
Post-lesson
7. Pupils sit in a circle and take turns to ask a Where, What and Who question.
Primary Year 5 Scheme of Work
45
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 12 (Speaking 3)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: Question words;
Nationalities (adjectives) e.g. American, Italian
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
1. Write: ‘Where’, ‘What’, ‘Who’ in circles on board. Say sentences about yourself.
Pupils say which question word matches each sentence. For example, I’m your
teacher. (Who + are you?) I live in a city in Malaysia. (Where + do you live?) I like
watching films and running. (What + are your interests?) Write these on board.
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.1
Communicate
simple information
intelligibly
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
Writing
Writing
3. Tell pupils they are going to write a group quiz. Pupils do p.11, Activity 4, Use It!
Follow instructions in Teacher’s Book, p.25, Exercise 4.
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high frequency
words accurately in
independent writing
5. Each group chooses their ‘best’ question and one pupil writes it on paper. Display
questions on a wall with a heading e.g. ‘Can you answer our questions?’
Lesson delivery
2. Pupils in pairs take turns to say three sentences about where they live, what and
who they like. Partners match sentences with a question (Where, What or Who).
3. Pupils look at the six photos on p.10 again. In pairs, they choose two photos each
and say sentences about them using Key Phrases from p.11, Activity 3. I think
that’s … I’m not sure that’s…. I don’t know where / what / who that is.
CCE: Patriotism – ask pupils why it’s important to say good/positive things about
their country. Elicit positive examples e.g. good schools, helping environment, good
technology.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 2 (to
check
understanding of
new language
from previous
lesson using a
different task)
p.10
Activity 3 (Key
Phrases only)
Activity 4
p.11
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
At Step 3 it is often
more effective to have
small groups of pupils
for talking and writing
activities because it is
more likely each pupil
will contribute. Make
mixed-ability groups.
Teacher’s Book
p. 25
Note how well pupils give information about themselves and how well they spell
words from the activities such as know, think, sure, right and write.
Post-lesson
6. Choose a post-lesson task from Section 3 to review and consolidate topic
vocabulary.
Primary Year 5 Scheme of Work
46
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 13 (Reading 3)
MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: ICT
LANGUAGE/GRAMMAR FOCUS: Question words;
Conjunctions: and, but, or
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
1. Write ‘email’ on board. Explain an email is a text you write on a computer and that
‘e’ stands for ‘electronic’. Find out who writes emails, who they send emails to and
who they get emails from.
3.3
3.3.1
Lesson delivery
Read
independently for
information and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
Complementary
Skill
Complementary
Skill
Writing
Writing
4.3
4.3.1
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Use capital letters,
full stops, commas
in lists and question
marks appropriately
in independent
writing at discourse
level
2 Pupils do p.11 Activity 5. Explain the text is from an email and words in blue are
called conjunctions. Pupils compare answers with a partner. Check with class. Ask:
What question was easy/difficult? Is Beth’s email easy/difficult to read?
CCE: ICT – Write on board school email address. Read it aloud. Ask: What does @
mean and where is it? (after name on email, before domain name). Explain we call
‘.’ dot. Write Malaysian email addresses on board e.g. Legoland, local shop. Choose
pupils to say them using ‘at’ and ‘dot’. Ask pupils if they like reading and writing
emails.
3. Write on board ‘and’, ‘or’, ‘but’ and three sentences e.g. I like cheese ___ I like ice
cream. I like cheese ___ I don’t like ice cream. Would you like cheese __ ice
cream!? Pupils say which conjunction is missing in the sentences (and, but, or).
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 5–7
p.11
Teacher’s Book
p. 25
At Step 6: Three
cards for each
group with and,
but, or on them
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Please see Strategy 5:
learning preferences
and needs for support.
At Step 3 some pupils
will feel more confident
if you read the email
aloud at the same time
as they are reading it.
This is possible with a
small group.
4. Pupils do Activity 6. Follow instructions in Teacher’s Book, p.25, Exercise 6.
Ask: Can you find another comma in Beth’s email? (after sport, before especially)
5. Pupils do Activity 7. In pairs, they compare sentences to check if they have the
same conjunction. Check answers. Ask: Which sentence has a comma? (number 3)
Note any pupils who have difficulty reading the email and understanding the
questions about it.
Post-lesson
6. Pupils in small groups place their three conjunction cards face down on a desk.
They take turns to turn over a card and say something about themselves using the
conjunction on the card. They mix the cards then repeat activity.
Primary Year 5 Scheme of Work
47
WEEK:
__
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 14 (Writing 3)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Free time
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Conjunctions: and, but, or
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
1. Write ‘International Friends’ on board and elicit information about the email from
previous lesson e.g. Who is the email from? How old is she? Where does she live?
Ask: What is at the start of the email? What is at the end of the email?
4.2
4.2.1
Lesson delivery
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.1
Understand the
main idea of simple
texts of two
paragraphs or more
Primary Year 5 Scheme of Work
2. Write a fact file on board. Pupils complete it individually before writing email.
Name:
Age:
Brothers and sisters:
School:
Into:
Interested in:
Speaks:
After completion, pupils compare information with a partner.
3. Follow instructions for Teacher’s Book, p.25, Exercise 8. Pupils use notes from
fact file and Key Phrases from Activity 8 to write an email. When finished, they
check if email has: a start; all the information from fact file; some conjunctions (and,
but, or); a question; an end.
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Student’s Book
Activity 8
p.11
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Teacher’s Book
p. 25
See Strategy 4: Time
Fact file on a
worksheet with
key words for
each pupil to write
notes – see
example at Step 2
Some pupils will take
longer to write an email
than others. Suggest
they write about only
one interest. Proficient
pupils can write about
several interests.
English Plus 1
4. Pupils swap emails with a partner and read them. They put a smiley face if email
has features in Step 3; a smiley face if it has Key Phrases; a smiley face if they like
the email.
Note how well pupils wrote details about themselves in the fact file and in the email.
Post-lesson
6. Post-lesson Task 1: Spot the Differences. Prepare email in Activity 5 so there are
5–6 mistakes. Read it aloud. Pupils put hands up hand when they hear a mistake
and correct it. How many words did they spot and correct accurately?
48
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 15 (Language Arts 3)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Cats
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Verbs (continuous tense)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Complementary
Skill
Complementary
Skill
Listening
Listening
1.2
1.2.2
Understand
meaning in a
variety of
familiar
contexts
Understand with
support specific
information and
details of longer
simple texts on
a range of familiar
topics
Primary Year 5 Scheme of Work
Teacher draws outlines of pet animals (e.g. a cat, fish, dog, etc.) and lets pupils
predict the animal groups (answer: pets) [Pre-Lesson Task 8 – Predict the
contents]
Lesson delivery
2.
3.
4.
5.
6.
7.
Introduce the poem. Discuss the corresponding images on the page.
Divide pupils to four big groups and each group is assigned to a stanza.
Each group has to read the stanza and the other three groups’ members have
to individually point to the corresponding picture (read: scratching the gate,
others: point at the gate in the book).
Teacher informs pupils that they have to think of possible suggested actions
based on the cats’ actions.
Pupils pair up and think of their possible actions.
Teacher conducts ‘Hot Seat’ activity where each pair comes in front. Others can
choose the four cats’ actions (scratching the backdoor, scratching the gate,
scratching the bee-hive or napping on a chair) and ask questions (e.g. Do you
like it? What do you want to do?)
MATERIALS /
REFERENCES
Anthology of
Poems
page15
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Some pupils might not
be able to come out
with their own reasons.
Teacher will then have
to accept phrases and
incomplete sentences.
(Strategy 3)
Post-lesson
8.
9.
Pupils look at the pictures on the poem for a minute and then, teacher asks
them to close it.
Teacher gives a few statements and pupils have to nod or shake their head to
show whether the statement is true or false (e.g The cat is eating a mouse –
shake their head) [Post-lesson Task 8- Test Your Memory]
49
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 16 (Language Awareness 1)
MAIN SKILL FOCUS: Language Awareness
THEME: teacher to complete
TOPIC: Free Time
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of language from
Starter Unit
CONTENT
STANDARD
LEARNING
STANDARD
Language
Awareness
lessons should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking,
Reading or
Writing). Teachers
can use Year 5
Content and
Learning
Standards in
DSKP curriculum
document.
Language
Awareness lessons
should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking, Reading
or Writing).
Teachers can use
Year 5 Content and
Learning Standards
in DSKP curriculum
document.
LEARNING OUTLINE
Pre-lesson
1. Review language from Starter unit with an activity from list of pre-lesson tasks.
Lesson Delivery
2. Follow instructions in Teacher’s Book, p. 23, Exercises 1 and 2. Pupils look at the
four drawings and identify differences between the use of this, that, these, those.
3. Pupils in pairs place 6 classroom objects on a desk. One object on its own and
two or three objects near the front of desk; one object and two or three objects at the
back of desk. Pupils stand up and take turns to say either: This __ is near us. That
__ isn’t near us. These __s are near us. Those __s aren’t near us.
4. Follow instructions in Teacher’s Book p. 23, Exercises 4 and 5.
Note:

Plan further activities for this unit to develop language skills according to your
pupils’ needs.

You can use information about your pupils’ performance which you collected
using formative assessment strategies while teaching this unit.

The information could include your observation of pupils interacting in
classroom activities and their performance in written activities.

Plan activities which focus on language practice in a meaningful, fun and
communicative way.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2, 4, 5
p.9
Teacher’s Book
p.23
Use selfassessment
worksheet below
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to the needs of
your pupils and class.
Please see the seven
differentiation strategies
listed in the introduction.
Please also consider the
following:
*Pupils will need support
understanding and
completing the selfassessment worksheet,
especially at the
beginning of the year.
Pupils can complete it in
their own language if
necessary.
Post-lesson
4. Ask pupils to think about their learning and performance in this unit. They then
complete the self-assessment worksheet (see below and see note in differentiation
strategies column).*
5. Collect the worksheets from pupils and review them to note pupils’ responses. If
there are any areas of concern, prepare a review of these in upcoming lessons.
Primary Year 5 Scheme of Work
50
How did I do in the Starter unit?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
�
�
�
…talk about my free time
Great ____
OK ____
A little____
…use adjectives and some adverbs to
describe objects
Great ____
OK ____
A little____
…ask and answer questions about
myself and other people
Great ____
OK ____
A little____
…write and email about myself
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
51
WEEK: __
Unit 1
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 17 (Listening 4)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: there’s, there are; a, an;
some, any
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.1
Understand
meaning in a
variety of familiar
contexts
Understand with
support the main
idea of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Complementary
Skill
Writing
Writing
4.2
4.2.4
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe people,
places and objects
using suitable
statements
Primary Year 5 Scheme of Work
1. Write on board: ‘Town’, ‘City’. Elicit which is bigger and names of towns and cities
in Malaysia. Ask: Do you live in a town or a city? If neither, ask where e.g. a village,
the countryside. Pupils say if there is something famous in the place where they
live.
Lesson delivery
2. Pupils look at photos and drawings of famous places in London Guide p.12–13 of
the Student’s Book. Find out if pupils have been to London and if they went to any
places in the Guide.
3. Read the 14 sentences aloud and say ‘mmm’ for gap in each sentence. Read
aloud the vocabulary in the box on Activity 1. Pupils repeat each word. Check
meaning of vocabulary pupils don’t know. In pairs, they do Activity 1, CD-1.13.
Check answers.
4. Pupils do Activity 2, CD-1.14. Check answers then play CD track again. Ask: How
many places do the people say? (10)
5. Pupils read sentence starters in Activity 3. Give pupils clues to help them listen for
answers e.g. In sentence 2, does the person live in a town or a city? What’s the
adjective in sentence 3? Pupils listen to CD-1.14 again and complete the sentences.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2, 3, 4
p.12 and 13
Teacher’s Book
p.26
Teachers read the
following sections:
- Vocabulary
- Aim
- Background
Exercise 4
p.27
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
At Steps 3, 4 and 5
provide positive
feedback about pupils’
listening skills,
especially to learners
who find listening for
topic vocabulary in
longer texts difficult.
6. Follow instructions for Activity 4, Teacher’s Book, Exercise 4, p.27.
Note pupils who have difficulty listening for the main idea in longer texts
Post-lesson
7. Do Post-lesson Task 6: Make a Word Ladder, to review and consolidate topic
vocabulary.
52
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 18 (Speaking 4)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: there’s, there are; a, an;
some any
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
1. Pupils in groups brainstorm words in a mind map about towns and cities. A pupil
from each group says two words from mind map and writes words on board. Help
pupils with spelling of e.g. square, restaurant, theatre, building.
2.1
2.1.5
Lesson delivery
Communicate
simple information
intelligibly
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Writing
4.2
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Complementary
Skill
Writing
4.2.1
Give detailed
information about
themselves
Primary Year 5 Scheme of Work
2. Write on board as a model: ‘There’s a…’, ‘There isn’t a/an …’, ‘There are
some…’, ‘There aren’t any…’. Elicit sentence endings about places in London e.g.
There’s a river. There isn’t a space station. There are some theatres. There aren’t
any Malaysian markets.
3. Pupils do p.13, Activity 5. Pupils compare with a partner. Ask: Are your sentences
the same or different? Choose pupils to read a sentence to whole class.
4. Pupils read Key Phrases. Choose two pupils to read speech bubbles. They do
Activity 6 (Use It!) and tell their partner the sentences they think of. They should try
to produce 5 sentences each (fast finishers could do more). Choose pupils to read a
sentence aloud.
5. Pupils in small groups agree on 2 or 3 good things about where they live, then
agree on something that’s not good. Draw a line down centre of board. Write good
things as a heading on left; not good things on right. One pupil from each group
gives an example of each.
Note pupils who describe places well orally and those who need support to do this.
Post-lesson
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 5 and 6
p.13
Teacher’s Book
p.27
At Step 1:
For each group,
A4 paper with a
mind map. In
centre, a box in
with Towns and
Cities written in it
and lines from the
box.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 3, differentiate
outcome by challenging
more proficient pupils
to write two additional
sentences and expect
less confident pupils to
complete three or four.
At Step 6:
Paper for each
group to write one
sentence for a
wall display
6. Pupils in same small groups agree on one sentence from Step 5 with a good thing
about where they live and write it clearly. Display sentences on wall.
53
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 19 (Reading 4)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Creativity and
Innovation
LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives: Is it...? Is / Are there… How many…?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.4
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Use with support
familiar print and
digital resources to
check meaning
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
Complementary
Skill
Speaking
2.1.5
Describe people,
places and objects
using suitable
statements
Primary Year 5 Scheme of Work
1. See Section 3, Pre-lesson Task 4: I’m Going To…. Pupils write 2 or 3 goals for
the lesson.
Lesson delivery
2. Write on board as a model: ‘I think a good place for a holiday is...’, ‘That’s
because it’s good for...’ Pupils think of a good holiday place and give a reason why
it’s good. They use the two sentence starters on board to share ideas with a partner.
3. Tell pupils they’re going to be creative. They’re going to predict answers to
questions about a text on p.14. Follow instructions for Exercise 1 on p.28 in
Teacher’s Book. Encourage pupils to start sentences with: ‘I think…’. After
predicting, they read the text and check predictions.
4. Pupils do Activity 2, CD1.15. Follow instructions for Exercise 2 on p.28 in
Teacher’s Book. Ask: What helped you to answer the questions? (e.g. photos,
numbers)
5. Pupils do Activity 3. They use an online or paper dictionary to check meaning of 4
or 5 words in blue that they don’t understand. Ask pupils: Which four words are
adjectives? (fantastic, comfortable, exciting, horrible)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2, 3
p.14
Teacher’s Book
Optional activity:
Reading
p.28
At Step 6:
Dictionaries for
each pupil or pairs
of pupils
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 6 some pupils
will need some more
time to look up
dictionaries for
meanings of words.
More able pupils could
check meaning of
additional vocabulary
e.g. cruise, oasis, relax
Note pupils who are able to use photos and questions to predict content and check
meaning of words and those who need support.
Post-lesson
6. Pupils in small groups decide if they think the cruise ship is a good place for a
holiday and say why or why not.
54
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 20 (Writing 4)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Present simple tense ‘to
be’ interrogatives Is there…? Are there…? How many…?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.4
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Primary Year 5 Scheme of Work
1. Pupils in pairs say things they remember on the cruise ship and what people can
do on it. Write words they mention on board. How many things did they remember?
Lesson delivery
2. Pupils do p.15, Activity 1. Follow instructions in Teacher’s Book, p.29, Exercise 1.
3. Say: You’re going to be creative again. Pupils close their eyes and imagine a
holiday park. Allow at least 30 seconds for this. Ask: Does the park have sports
activities/a climbing wall/shops/restaurants? Pupils do Activity 5.
4. Pupils do Activity 6 (Use It!) in small groups. Follow instructions in Teacher’s
Book, p.29, Exercise 6.
5. Elicit and write on board some: adjectives (‘popular’, ‘new’, ‘nice’); adverbs (‘very’,
‘really’, ‘quite’); conjunctions (‘and’, ‘but’). ‘There is/isn’t…’; ‘There are some/There
aren’t any…’ Pupils do Finished! using some words on board.
6. Pupils exchange texts with a partner. They draw a smiley face for: good things
in the park; adjectives; use of very, really or quite; conjunctions. They draw a big
smiley face if they like the holiday park.
Note how well pupils can describe a holiday park with suitable statements.
Post-lesson
7. To review topic vocabulary, do Post-lesson Task 4: Correct the Mistake.
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Student’s Book
Activities 1, 5 and
6
p.15
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Teacher’s Book
p.29
See Strategy 7:
Feedback
English Plus 1
At Steps 3 and 5,
monitor pupils as they
write and provide
positive feedback to
those who have
difficulty writing
sentences to describe a
holiday park. Focus on
use of vocabulary,
spelling of words
presented in book and
praise pupils for writing
e.g. 3, 4 or 5 sentences
well.
55
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 21 (Language Arts 4)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Cats
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Verbs (continuous tense)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3
5.3.1
Lesson delivery
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
2.
Express
imaginative
response
literary texts
an
to
3.
4.
5.
6.
Review and mime the actions (verbs: scratching, napping) in the poem.
Ask pupils to think other possible actions of cats on their own (individually),
then, ask them to talk to their partner before sharing to their group (think-pairshare).
In groups, they list down suitable descriptions for all the possible actions of cats
(e.g. playing a ball, climbing a tree, etc.)
Teacher displays a few samples of cat-shaped poem.
In pairs, pupils use the list of actions they have to produce their own cat-shaped
poem based on their own creativity.
Pupils are encouraged to use their creativity to decorate their cat-shaped poem
(e.g using different colours, using different word sizes and etc.).
Complementary
Skill
Complementary
Skill
Post-lesson
Writing
Writing
7.
4.2
4.2.4
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe
people,
places and objects
using
suitable
statements
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
Anthology of
Poems
Page15
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
Activity 4
Page 35
Shape poem
sample
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Some pupils might
come up with single
words or phrases.
(Strategy 3)
Pupils paste their poems on the wall and have others to rate their products (e.g.
through star-rating where pupils draw stars from one to five on other pairs’
products).
56
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 22 (Consolidation 1)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: Present simple tense ‘to
be’: Is / Are there…? How many?; Quantifiers: some, any
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Complementary
Skill
Writing
Complementary
Skill
4.2
Writing
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
4.2.4
Describe people,
places and objects
using suitable
statements
Primary Year 5 Scheme of Work
1. Write on board ‘There is…’, ‘There are…’. Follow instructions for warm-up
exercise on p.29 of Teacher’s Book.
Lesson delivery
2. Pupils do p.15, Activity 2. Slowly read aloud Rules in box. Pause after each one
and ask: Is it… or is it….? Pupils say the correct word or phrase for each rule.
3. Write on board sentence starters to respond to questions in Activity 3 about
where pupils live e.g. ‘Yes, there’s a/an…’, ‘No, there isn’t a/an …’, ‘Yes, there
are…’, ‘No, there aren’t any…’. Pupils then do Activity 3. Follow instructions for
Exercise 3 on p.29 in Teacher’s Book.
4. Pupils do Activity 4. Follow instructions for Exercise 4 on p.29 in Teacher’s Book.
Check answers by choosing five pairs to ask and answer a question aloud. Find out
if any answers are different. Ask: How can you find out the answer to question 5?
(online, ask the teacher)
5. If time permits, pupils repeat the oral question and answer from Activity 4 but
talking about a city of their choice, e.g. Kuala Lumpur, Singapore
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 2, 3, 4
p.15
Teacher’s Book
p.29
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Steps 3, 4 and 5
make sure pupils work
with different partners
to enable them to
support each other to
communicate
confidently.
Note pairs who show confidence when asking and answering questions in short
exchanges and pairs who find it difficult.
Post-lesson
6. Pupils in small groups agree on two new things they’d like to have in the place
where they live. They write them down. Find out three most popular, exciting new
things class would like in their town, city or village.
57
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 23 (Listening 5)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Adjectives: dirty/ clean,
quiet/noisy, friendly/unfriendly, safe/dangerous, old/modern
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.2
Understand
meaning in a
variety of familiar
contexts
Understand with
support specific
information and
details of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Writing
4.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Complementary
Skill
Writing
4.3.2
Spell a range of
high frequency
words accurately in
independent writing
Primary Year 5 Scheme of Work
1. On board, stick or project two photos of an old and a modern building in Malaysia.
Pupils point to the old place. Explain we say a building or place is old, but we say a
new place is modern. Old and modern are opposites. Pupils do Think! question at
top of p.16 in pairs.
MATERIALS /
REFERENCES
Student’s Book
Activities 1–4
p.16
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Teacher’s Book
p.30
See Strategy 5:
Learning preferences
and needs
English Plus 1
Lesson delivery
2. Pupils do Activity 1 (CD 1.16). After listening, pupils repeat adjectives together
then say them slowly and then quickly. Ask: Which adjectives are easy to say?
3. Pupils do Activity 2. They choose four adjectives and write a sentence with each.
Choose pupils to read their sentence aloud and to spell the adjective in it. Find out
how many pupils wrote each adjective correctly with a show of hands. Which are
easy to spell? Which are difficult?
CCE: Values – ask pupils why it’s important that places are safe, clean and friendly.
4. Write on board: ‘What do the people talk about?’ and names from photos in
Activity 3 with 1–4 beside them. Pupils do Activity 3 (CD1.17). Follow instructions in
Teacher’s Book, p.30, Exercise 3. Pause after each dialogue. Pupils answer
question on board. Give an example with a sentence starter e.g. ‘Emma talks
about…’
DIFFERENTIATION
STRATEGIES
At Step 1:
A photo or a
digital image of an
old and a modern
building in
Malaysia
At Step 5, encourage
pupils who find listening
to details in longer texts
difficult to listen to all
four interviews but to
answer only questions
1–3 in Activity 4.
5. Pupils do Activity 4. Tell pupils to listen for the name at the start of each sentence
and the adjective at end. They listen to CD1.17. Pupils compare answers with a
partner. Check answers.
Note pupils who find listening for specific information difficult in longer texts.
Post-lesson
6. To reflect on learning, do Post-lesson Task 10: What About You?
58
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 24 (Speaking 5)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Comparative adjectives:
quieter, friendlier, more expensive, better, worse, further
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.2
Communicate
simple information
intelligibly
Find out about and
describe
experiences up to
now
Complementary
Skill
Listening
1.1
Recognise and
reproduce target
language sounds
Complementary
Skill
Listening
1.1.1
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
Primary Year 5 Scheme of Work
1. Write on board: Adjectives. Pupils brainstorm 6–10 adjectives and write on board.
Follow instructions for Warm-up in Teacher’s Book p.31.
Lesson delivery
2. Pupils do p.17 Activity 1. Check answers. Pupils look at adjectives written on
board from Step 1. Choose pupils to say comparative forms. Choose different pupils
to write them on board. Ask: Is the spelling of ___ correct?
3. Pupils do Activity 4. Explain the activity is about pronunciation of -er at end of
adjectives. Play CD1.18. Repeat track and pause for pupils to say words chorally
and some words individually. Ask: What other word has a short sound? (than)
4. Activity 5 Use It!: Check meaning of ‘opinion’ with examples: Kuala Lumpur is the
capital of Malaysia. I think Kuala Lumpur is very interesting. Ask: Which sentence is
true? Which sentence is what somebody thinks? Pupils read Key Phrases. Choose
two pupils to model the dialogue in speech bubbles.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 4, 5
p.17
Teacher’s Book
p.31
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 5 more
proficient pupils choose
six things to give an
opinion about; less
confident pupils choose
two.
CCE: Values – This activity raises pupil’s awareness of the difference between
opinions and facts.
5. Pupils do Activity 5 with a partner. They choose 3 or 4 things from the box and
practise comparing their opinions about them using adjectives and Key Phrases. If
time, pupils swap partners and repeat. Choose several pairs to say their dialogues
to the class.
Post-lesson
6. Write puzzle sentence p.17 ‘Finished?’ on board: it’s faster than a car but slower
than a plane. Pupils in small groups think of a puzzle sentence with two
comparisons for another group to guess. Suggest they compare words from familiar
topics e.g. two animals, countries, musical instruments.
59
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 25 (Reading 5)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Nouns: population,
business, monument, castle, zoo; Adverbs: quite, really, very
CONTENT
STANDARD
LEARNING
STANDARD
Main Skill
Main Skill
Reading
Reading
3.2
3.2.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information and
details of two
paragraphs or more
Complementary
Skill
Writing
4.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
LEARNING OUTLINE
Pre-lesson
1. Write on board ‘Edinburgh’ and eight words in Think! at top of p.19. Pupils say
words they know (‘zoo’, ‘beach’, ‘old part’, ‘shops’). Show photos or project images
of a business, an office, a factory and Kellie’s castle in Malaysia. Say what they are.
Ask: Can you see these places where you live?
Lesson delivery
2. Pupils do Activity 1. They read the text and find words from Step 1 in it then write
them down. Check answers. Ask: Which two words are not in the text? (offices and
factories). What other places are in the text? (cinemas, the sea)
3. Explain there are words and phrases we use to describe a town or city. Pupils do
Activity 2. They compare with a partner. Check answers.
Complementary
Skill
Writing
4.3.2
Spell a range of
high frequency
words accurately in
independent writing
Primary Year 5 Scheme of Work
4. Write adverbs, adjectives and nouns on board e.g. ‘really fantastic school., .very
friendly children.. Pupils do Activity 3. Follow instructions for Exercise 3 on p.33 in
Teacher’s Book. In pairs they write a phrase with really/very/quite + adj. + noun.
Choose pupils to read phrases to class.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.19
Teacher’s Book
p.33
At Step 1: Photos
or images of a
business, an
office, a factory
and the castle in
Malaysia
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 6 some pupils
will take longer to order
the words in sentences.
For pairs of fast
finishers, challenge
them to write more than
one sentence for their
partner to order.
5. Do the first sentence in Activity 4 with pupils as an example. Pupils order the
words in sentences 2–5.
6. CCE: Creativity and Innovation– Pupils then write jumbled words including an
adjective for a partner to put in sentence order. Choose pupils to read the jumbled
words then the sentence with words in correct order. This activity develops problemsolving skills.
Note how quickly pupils find specific information in the text.
Post-lesson
7. Follow instructions for Optional activity: Writing in Teacher’s Book p.33.
60
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 26 (Writing 5)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Adjectives: interesting,
friendly, nice, pretty, favourite; Adverbs: quite, really, very
CONTENT
STANDARD
LEARNING
STANDARD
Main Skill
Main Skill
Writing
Writing
4.2
4.2.5
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Connect sentences
into one or two
coherent
paragraphs using
basic coordinating
conjunctions and
reference pronouns
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.1
Understand the
main idea of simple
texts of two
paragraphs or more
Primary Year 5 Scheme of Work
LEARNING OUTLINE
Pre-lesson
1. Draw a line down centre of board. Write nouns as a heading on left of line,
adjectives on right. Pupils brainstorm nouns and adjectives from previous lesson.
Write in appropriate column on board. How many words can pupils remember?
Lesson delivery
2. Pupils reread text about Edinburgh on p.19. Write on board: A. What the writer
likes about the city. B. Other places and transport in the city. C. Where the city is.
Pupils match the phrases A–C to the paragraphs in the text (1.C; 2.A; 3.B).
3. Pupils do Activity 5 (Use it!). Explain they’re going to write a plan for a website
with a description of a town or city they like. Read steps in Writing Guide aloud.
Remind pupils about order of paragraphs. Elicit ideas about how to describe the size
of a place (very/really/quite big/small).
4. Pupils look at Writing Guide, B Think and Plan. They make notes about the place
they like. Monitor pupils as they write these.
5. CCE: Creativity and Innovation – Pupils write the description then read it to check
they have points in B, C and D of Writing Guide. They draw smiley faces  for
writing the 5 points in B; three paragraphs in C; ‘there’s’ and ‘there are’; adjectives in
the right place and comparative forms in D. Find out how many smiley faces they
drew.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 5
p.19
Teacher’s Book
p.33
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
At Steps 4 and 5. Give
positive feedback to
pupils who have tried
their best to make
notes for their plan and
worked hard to write
the text.
Note pupils who need support to plan and write a description of the place they like.
Post-lesson
6. To review topic vocabulary, do Post-Lesson Task 4: Correct the Mistake.
61
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 27 (Language Arts 5)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Serenade
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Vocabulary (musical
instruments)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Complementary
Skill
Complementary
Skill
Reading
Reading
3.3
3.3.1
Read
independently for
information
and
enjoyment
Read and enjoy A1
fiction/non-fiction
print and digital
texts of interest
Teacher provides lines for pupils to guess the words by giving letters for teacher
to verify whether the letter is present in the word (focus word: musical
instruments e.g. guitar, piano, drum, etc.) [Pre-Lesson Task 7 – Beat the
teacher]
Lesson delivery
2.
3.
4.
5.
6.
7.
Have pupils to read through the poem and ask them “What is the possible
sound of …?” (e.g … fiddle – tra-la-la, drum – boom, boom, etc.)
Divide the class into three big groups.
Teacher asks two groups to read a stanza of the poem and the other group will
provide the sound effects (e.g. play a drum – drum a table)
Note: Teacher swaps the roles so that every group is given the opportunity to
read and make the sound effects.
Teacher asks pupils the instruments that produce sound that they notice in the
poem (drum, fiddle & bubble gum) and say which instrument they like/dislike.
Pupils ask their friends’ choice of instrument and their simple reasons.
Pupils make a simple note on their friends’ instrument choice and their reasons.
MATERIALS /
REFERENCES
Anthology of
Poems
page17
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Some pupils might be
able to ask a single
friend while others can
ask more. Teacher will
accept the note made.
(Strategy 3)
Post-lesson
8.
Pupils form two lines facing each other and share their findings based on their
notes.
Note: Remind pupils to bring materials to make their own musical instruments
for the next Language Arts lesson (Lesson 33)
Primary Year 5 Scheme of Work
62
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 28 (Consolidation 2)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: there is/are…; Is/Are
there…? How many…? Comparative adjectives
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high frequency
words accurately in
independent writing
Complementary
Skill
Speaking
Speaking
2.2
Use appropriate
communication
strategies
Complementary
Skill
2.2.1
Keep interaction
going in short
exchanges by
asking suitable
questions
Primary Year 5 Scheme of Work
1. See Pre-Lesson Task 9: Memory Chain. Use vocabulary of things in towns and
cities. Substitute shopping sentence with: I went to a town / city and saw a cinema.
Lesson delivery
2. Pupils do Activity 2. Say that in two sentences ‘a’ and ‘an’ change. Pupils
compare with a partner. Ask: What word needs ‘an’? (ugly) Is number 6 new or
modern? Check answers.
3. Pupils do Activity 5. Model the first sentence. When finished, they compare with a
different partner. Check answers. Choose 6 pupils to write the comparative forms on
board. Ask: Is the spelling correct? Which sentences are hard? Why?
4. Show a paper or digital street map of local area on board. Elicit when pupils use a
map; how a map helps them; what type of map they use. Pupils complete the
dialogue in Activity 6. Check answers.
CCE: Values – Ask pupils why it is important to help people who are lost.
5. Pupils in pairs practise reading dialogue aloud. For pairs with a boy and girl,
change Laura to Leo; for pairs of boys, change names to Leo and Man. Choose
pairs to read the dialogue to whole class.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 2, 5, 6
p.20
Teacher’s Book
p.34
At Step 4 a paper
or digital map of
your local area to
show on board
At Step 6, paper
and six adjective
cards for each
group
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 5, allocate roles
for the dialogue so that
more confident pupils
read the woman (or
man) and less
confident pupils read
Laura (or Leo).
Note the accuracy of pupils’ spelling of comparative adjectives and phrases in box.
Post-lesson
6. Pupils work in small groups. Hand out paper and cards with 6 adjectives ending in
-y (pretty, ugly, busy, friendly, noisy, dirty). Pupils take turns to write the comparative
form. The group that finishes first with correct spelling is winner.
63
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 29 (Listening 6)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Options: Extra Listening and Speaking
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives, e.g. When’s your birthday?; Adverbs: quite,
really, very
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.5
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported questions
Complementary
Skill
Writing
4.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Complementary
Skill
Writing
4.3.2
Spell a range of
high frequency
words accurately in
independent writing
Primary Year 5 Scheme of Work
1. Follow instructions in Warm-up, Teacher’s Book p.106
Lesson delivery
2. Pupils do p.92 Activity 1 CD3.02. They read the questions and look at words
crossed out in the answers. Explain the answers are wrong. Pupils listen to the
dialogue between a man and a girl then write correct answers. Compare with a
partner. Check answers.
3. Pupils look at Key Phrases in Activity 2. Explain they’re going to listen to two
boys, Luke and Tobias, then tick the questions Luke asks Tobias. Play CD3.03.
Pupils compare answers with a different partner. Ask: Who thinks his city is quite big
and very friendly? (Tobias) What do you think annoying means? Is it positive or
negative? Who thinks their sister is really annoying? (Luke)
4. Pupils do Activity 3. They listen to the conversation again and write words about
Tobias in the second column in the table. Play CD 3.03. Check answers.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.92
Teacher’s Book
p.106
Warm-up
Optional activity:
Listening
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 4 some pupils
may need to listen to
the CD a third time to
enable them to write
answers in the table. A
few may need you to
pause the CD.
5. Follow instructions for Optional activity: Listening in Teacher’s Book p.106.
Note how well pupils listen to and understand questions in CD and how accurately
they write key words in the table.
Post-lesson
6. Pupils in pairs ask and answer questions from Key Phrases about each other.
When pupils describe their town or city (Key Phrase 6) and then their sister or
brother (Key Phrase 7), tell them to use quite, really or very before adjectives.
64
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 30 (Speaking 6)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Options: Extra Listening and Speaking
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives, e.g. When’s your birthday?; Adverbs: quite,
really, very
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Complementary
Skill
Complementary
Skill
Listening
Listening
1.2
1.2.5
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported questions
1. Write on board: Asking for and giving personal information. Hold up each
flashcard with What’s…? How….? Where…? When’s…? Have you…? and elicit
examples of personal questions from previous lesson. Pupils look at p.92 Key
Phrases. How many questions did they remember?
Lesson delivery
2. Pupils do Activity 4 CD3.04. Follow instructions for Exercise 4 on p.106 of the
Teacher’s Book. Make sure pupils listen carefully to the five questions. Ask which
question in the dialogue is different from the question in Key Phrases. (1)
3. After reading the dialogue, pupils find in the text: two numbers (11 and 1); four
question words (What’s…?, How old…?, Where…?, Have you…?); five adjectives
(new, Chinese, English, big, noisy): two adverbs (very, really) Ask: Which question
word in the Key Phrases is not in the dialogue? (When’s?)
CCE: Creativity and Innovation – Activity 5 requires pupils to use their imagination.
4. Pupils do Activity 5, Use it! Read instructions for activity aloud. Pupils read the
information about A. Eriko (a girl) and B. Liam (a boy) and use it to understand their
partner’s questions. Pupils work with a different partner and decide who is A and
who is B. They prepare a new dialogue using dialogue in Activity 4 as a model. Say,
Erika starts the dialogue and asks the questions. In line 2, Liam changes ‘girl’ to
‘boy’.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4 and 5
p.92
Teacher’s Book
p.106
At Step 1 Five
different
flashcards with
What’s…?
How…?
Where…?
When’s…? Have
you…?
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 4 allow
additional time for
some pairs to prepare
and practise their
dialogue. Fast finishers
can add another
question and answer at
the end of the dialogue.
5. Pupils change roles and repeat dialogue.
Note pupils who find it difficult to keep interaction going while substituting words
from model.
Post-lesson
6. Pupils repeat dialogue using their own names and personal information.
Primary Year 5 Scheme of Work
65
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 31 (Reading 6)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Patriotism
LANGUAGE/GRAMMAR FOCUS: Adjectives: friendly,
interesting, favourite, old, fantastic, different, exciting
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
1. Follow instructions for Warm-up in Teacher’s Book p.120. Tell pupils that London,
Edinburgh, Cardiff and Belfast are the capital cities of the four countries in the UK.
Ask: What is the capital city of Malaysia?
3.2
3.2.4
Lesson delivery
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Use with support
familiar print and
digital resources to
check meaning
Complementary
Skill
Writing
4.2
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Writing
4.2.4
Describe people,
places and objects
using suitable
statements
Primary Year 5 Scheme of Work
English Plus 1
Student’s Book
Activities 1 and 2
p.106
2. Pupils do Activity 1. After reading, ask: Which city isn’t a capital? (Liverpool)
3. Pre-teach ‘football fan’ and find out who are fans of a football team. Draw a
compass on board with north, south, east, west on it. Elicit where north west, south
west, north east and south east are on the compass. Pupils look at map. Ask:
Where is London on the map? (S.E England) Where is Cardiff? (South of Wales)
etc.
4. Pupils do Activity 2, CD3.27. Pupils write answers and compare with a partner.
Check answers.
Complementary
Skill
MATERIALS /
REFERENCES
5. In pairs, pupils write down three things Toby likes about Liverpool from the text.
(it’s really friendly; a lot of interesting things to see and do here; Anfield stadium is a
fantastic place, people in Liverpool are friendlier)
Note how well pupils find information from the text and describe where places are on
a map.
Post-lesson
6. Pupils look at map of Malaysia. In small groups they describe where four main
cities are e.g. Pekan is in the east of Malaysia. Georgetown is in the north west.
Teacher’s Book
p.120
At Step 3 take in a
compass to show
pupils or show
one from a digital
image
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 2 give some
pupils more time to
read the text. Fast
finishers can look at the
photo below the text
and work out which city
it shows.
At Step 6: A map
of Malaysia to put
on board or show
a digital map of
the peninsula with
main cities
66
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 32 (Writing 6)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Patriotism an:
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Adjectives: friendly,
interesting, favourite, old, fantastic, different, exciting
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.5
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Connect sentences
into one or two
coherent
paragraphs using
basic coordinating
conjunctions and
reference pronouns
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
Complementary
Skill
Speaking
2.1.5
Describe people,
places and objects
using suitable
statements
Primary Year 5 Scheme of Work
1. See Section 3 Pre-lesson Task 5: Sit Down, Stand Up. Choose 5–6 sentences
from text on p.106 to write true/false sentences.
Lesson delivery
2. Pupils do Activity 3, Your Culture. Put map of Malaysia on board or show digital
map. Follow instructions for Exercise 3 in Teacher’s Book, p.120. If there’s not a
river in place where they live, ask: What’s the name of a river in Malaysia?
3. Pupils do Activity 4, Use it!, In pairs, they choose a city on the map of Malaysia to
describe. Write on board Key Phrases to describe a city from Activity 2. Pupils read
them and the first paragraph in text in Activity 1 again. They use the phrases and
paragraph to help them write a description.
4. Hand out a list of criteria to each pair. Pupils read their description again. They
put a tick in the box if they have the words and phrases in their description.
A. places  B. adjectives  C. There’s a/There are  D. It’s in the… 
E. conjunctions (and, but, or)  Our favourite place is…
5. Pupils read descriptions aloud and find out if any other pairs chose the same
Malaysian city to describe.
Note pupils who use the language support to write the description and those whose
descriptions have all the criteria in Step 4.
Post-lesson
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3 and 4
p.106
Teacher’s Book
p.120
At Step 2: A map
of Malaysia to put
on board or show
a digital map of
the peninsula with
main cities
At Step 4: A list of
criteria with tick
boxes for pupils to
tick after they
write their
description
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 3, some pupils
may need the key
phrases written on
paper to have beside
them rather than
looking at them on the
board.
6. To review language, do Post-lesson Task 4: Correct the Mistake.
67
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 33 (Language Arts 6)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Serenade
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship
LANGUAGE/GRAMMAR FOCUS: Describing objects
(simple sentences)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3
5.3.1
Express
imaginative
response
literary texts
an
to
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.5
Communicate
simple information
intelligibly
Describe
people,
places and objects
using
suitable
statements
Primary Year 5 Scheme of Work
Review the poem by reading through it and look for the instruments that are
being mentioned in the poem.
Lesson delivery
2.
3.
4.
5.
Teacher asks pupils to choose a musical instrument to be made from the
materials that they bring.
Pupils can work in groups or pairs depending on the materials that they have to
make - their own musical instrument.
Note: Refer to the Guidebook, page 63
Upon completion, pupils will plan on how to describe their product (in terms of
colour, materials and suggested price if they want to sell it) (e.g It is _______, It
has _________, We use _________, The price is ________).
Do a gallery walk where pupils display and describe their created musical
instruments. Then, a pupil from the pair/group will describe their created
musical instrument while the rest of the members will go around and give
feedback on others’ musical instruments.
MATERIALS /
REFERENCES
Anthology of
Poems
Page17
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
Activity 7
Page 63
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Provide pupils with
opportunities
to
contribute in their own
ways (in terms of
making
musical
instruments
or
narrating).
(Strategy 5)
Post-lesson
6.
They will choose the Top 5 creative musical instrument by a simple voting
ballot.
68
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 34 (Language Awareness 2)
MAIN SKILL FOCUS: Language Awareness
THEME: teacher to complete
TOPIC: Towns and cities
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 1
CONTENT
STANDARD
LEARNING
STANDARD
Language
Awareness
lessons should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking,
Reading or
Writing). Teachers
can use Year 5
Content and
Learning
Standards in
DSKP curriculum
document.
Language
Awareness lessons
should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking, Reading
or Writing).
Teachers can use
Year 5 Content and
Learning Standards
in DSKP curriculum
document.
LEARNING OUTLINE
Pre-lesson
1. Review language from Unit 1 with an activity from list of pre-lesson tasks.
Lesson delivery
2. Pupils do p.20, Activity 3. They compare phrases with a partner. Check answers.
3. Pupils in pairs do Activity 4. Explain they use the sentence starters to write
questions about Max’s city in Activity 3 then write the answers. Pairs ask and
answer the questions orally.
4. Pupils do p.21, Activity 5. In groups of four, they play bingo. Follow instructions for
Exercise 5 in Teacher’s Book p.35.
Note:

Plan further activities for this unit to develop language skills according to your
pupils’ needs.

You can use information about your pupils’ performance which you collected
using formative assessment strategies while teaching this unit.

The information could include your observation of pupils interacting in
classroom activities and their performance in written activities.

Plan activities which focus on language practice in a meaningful, fun and
communicative way.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3 and 4
p.20
Activity 5
p.21
Teacher’s Book
p.34 and 35
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to the needs
of your pupils and
class. Please see the
seven differentiation
strategies listed in the
introduction. Please
also consider the
following:
*Pupils will need
support understanding
and completing the
self-assessment
worksheet, especially
at the beginning of the
year. Pupils can
complete it in their own
language if necessary.
Post-lesson
5. *Pupils think about their learning and performance in this unit. They complete a
self-assessment worksheet.
6. Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.
Primary Year 5 Scheme of Work
69
How did I do in Unit 1?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
�
�
�
…talk about places in towns and cities
Great ____
OK ____
A little____
…use adjectives, prepositions and
adverbs to describe places
Great ____
OK ____
A little____
…ask and answer questions about
places in towns and cities
Great ____
OK ____
A little____
…plan and write a description of a
place
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
70
WEEK: __
Unit 2
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 35 (Listening 7)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
always, usually, normally, often, sometimes, never
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1. Elicit days of week and choose pupils to write on board. Find out pupils’ favourite
day with a show of hands. Write numbers on board below each day. Ask: Which day
is the favourite of most pupils? Why?
1.1
1.2.1
Lesson delivery
Understand
meaning in a
variety of familiar
texts
Understand with
support the main
idea of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Writing
Complementary
Skill
4.3
Writing
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
4.3.2
Spell a range of
high-frequency
words accurately in
independent writing
Primary Year 5 Scheme of Work
2. Write ‘Daily Routines’ on board. Pupils do p.22, Activity 1 (CD 1.21). Give
handout to each pupil. They look at the five table headings and read words in blue in
Days and Nights Quiz. Explain words in blue are daily routines. They write them in
columns 1–5 in table. Pupils compare with a partner. They listen to CD1.21 and
check answers. Explain that we will come back to the Days and Nights Quiz next
lesson.
3. Pupils listen to Activity 3 (CD1.22). Follow instructions for Exercise 3 in Teacher’s
Book p.36.
4 Draw a horizontal line on board. Write ‘never’ on left of line, ‘always’ on right.
Pupils read adverbs in box in Activity 4. Explain ‘normally’ means most of the time
and give a personal example e.g. I normally have breakfast at 7.30am. Elicit where
to write the other four adverbs on board.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 3, 4
p.22
Teacher’s Book
p.36
For Step 2:
Handout for each
pupil with the
table enlarged so
that pupils can
write the routines
in each column
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 3: For pupils
who find listening
difficult, pause after
each speaker to check
answers
5. Pupils listen to CD1.22 again and complete sentences with an adverb.
Note pupils who have difficulty listening to and understanding more than one or two
dialogues. Note also pupils who spell words incorrectly in table and in sentences.
Post-lesson
6. Choose a Post-lesson Task from Section 3 to review frequency adverbs.
71
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 36 (Speaking 7)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
usually; Verbs: brush, study, watch, help, relax, chat online
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Complementary
Skill
Reading
Complementary
Skill
3.2
Reading
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
3.2.3
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Primary Year 5 Scheme of Work
1. Write on board: ‘Daily Routines’, ‘morning’, ‘afternoon’, ‘evening’ and ‘night’.
Pupils brainstorm blue words in quiz they remember from previous lesson.
Lesson delivery
2. Pupils do Activity 2. Teacher reads Key Phrases aloud and pupils repeat. In pairs,
pupils use the phrases to compare true/false answers to the 12 statements in Days
and Nights text.
3. Hand out a True and a False card to each pair. Read the 12 quiz facts aloud to
whole class. After each fact, pairs hold up a True or a False card, and teacher gives
the answer (see Teacher’s Book p.36). At end, check how many each pair got right.
4. Pupils choose 3 quiz facts they think are surprising. In small groups, compare
ideas using Key Phrases: What do you think? What about you? Write 1–12 on
board. Ask: Which facts are surprising? Pupils put up hands for each number.
Record numbers on board. Which three numbers have most votes?
5. Write on board: ‘Between 7.30 and 8.30 in the morning’; ‘Between 7.30 and 8.30
in the evening’. Teacher models language: e.g. I think you get up, have breakfast
and go to school between 7.30 and 8.30 in the morning. In pairs, they take turns to
guess what their partner does. How many guesses are correct?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 2
p.22
Teacher’s Book
p.36
Optional activity:
Vocabulary
At Step 3: Two
pieces of paper
for each pair to
write on them
TRUE and FALSE
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time.
At Steps 2 and 4:
Pupils who are slow to
interact with a partner
can compare answers
to 6–8 quiz facts rather
than 12
Note how well pupils used Key Phrases to interact with each other when comparing
answers. Note pupils who needed support to understand unfamiliar words.
Post-lesson
6. Do Post-lesson Task 1: Spot the Differences. Change 5–6 words in the quiz.
72
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 37 (Reading 7)
MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
always, usually, normally, often, sometimes, never
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.3
3.3.1
Read
independently for
information and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
Complementary
Skill
Complementary
Skill
Writing
Writing
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high-frequency
words accurately in
independent writing
Primary Year 5 Scheme of Work
1. Choose a pre-lesson task from Section 3 to review language of daily routines.
Lesson delivery
2. Copy on board the chart with adverbs (never, usually) and numbers (1 - 4) from
p.23, Activity 5. Pupils look again at adverbs in box on p.22, Activity 4. They tell you
adverbs to write in numbers 1 - 4 in chart. Ask: Why is normally above usually in the
chart? (The meaning is similar) Elicit percentages to put in chart for sometimes,
often, usually e.g. 25%, 60%, 75%.
3. Model sentences with verb to be and an adverb; with another verb and adverb
e.g. I’m always / usually at school before 8am. I sometimes / never go to school by
car. Pupils read Rules about place of adverbs and choose answers.
4. Pupils read My daily routine on p.23. In pairs, they take turns to say a sentence
that is true for them. Find out if any pupils have no true sentences. Pupils then do
Activity 6. Follow instructions for Exercise 6 on p.37 in Teacher’s Book. Pupils
compare adverbs they wrote with a partner. Are any the same? Choose pupils to
read a sentence aloud.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.22
Activities 5 and 6
p.23
Teacher’s Book
p.37
Optional activity:
Language point
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 4: Pupils who
are slow at reading,
can read and rewrite 6–
7 sentences with
adverbs rather than 9
5. Pupils in pairs choose five facts each from Days and Nights Quiz. They take turns
to say a sentence about themselves with the verb or phrase in blue and a frequency
adverb e.g. I never help with the housework. Choose different pupils from Step 4 to
read sentence aloud.
Post-lesson
6. Follow instructions for Optional activity: Language point in Teacher’s Book, p.37.
73
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 38 (Writing 7)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and
Creativity
LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
always, usually, normally, often, sometimes, never
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
1. See Pre-lesson Task 6: Finger Writing. Pupils use six frequency adverbs from
previous lesson. Hold up a flashcard for each finger writing action: never,
sometimes, often, usually, normally, always.
4.2
4.2.4
Lesson delivery
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.3.1
2.3
Narrate short basic
stories and events
Communicate
appropriately to a
small or large
group
Primary Year 5 Scheme of Work
2. Stick the six flashcards on the board. Pupils do p.23, Activity 7 using one of the
adverbs on the board. Follow instructions Exercise 7 from p.37 in Teacher’s Book.
3. Write on board: sports stars, music stars, film stars, artists, other stars. Tell pupils
some people are celebrities because they are famous. Pupils brainstorm favourite
celebrities from the different groups on board. Add names pupils say on board.
4. Pupils in small groups do Finished?. Hand out worksheet to each group. They
agree on a celebrity and imagine her/his daily routines. They think of what she/he
never, sometimes, often, usually and always does and make notes in fact file:
Name of celebrity… Famous for… (sport, music etc.) Always… (e.g. swims before
breakfast) Usually… Often… Sometimes… Never….
5. Pupils agree on who will narrate the imagined life of their celebrity to whole class.
The group’s representative uses notes from fact file to narrate the daily routine.
Note pupils who describe imagined routines of people well and those who needed
support.
Post-lesson
6. Pupils in same groups draw routines of their celebrity to cut and stick on fact file.
They write a caption below drawing to describe what celebrity is doing.
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Student’s Book
Activity 7 and
Finished?
p.23
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Teacher’s Book
p.37
See Strategy 2: Type
and amount of support
At Step 1 six
flashcards with
never, sometimes,
often, usually,
normally, always
At Step 2, encourage
pupils who can’t think
of true/false sentences
about themselves to
use sentence gap fills
from p.22, Activity 4,
numbers 2–6
English Plus 1
At Step 4: A
worksheet with a
fact file for each
group of pupils to
make notes about
their celebrity.
Make space for
drawings below
information.
74
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 39 (Language Arts 7)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Watching a Bumble Bee
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: True/false sentences
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Lesson delivery
2.
3.
Complementary
Skill
Complementary
Skill
4.
Reading
Reading
5.
3.2
3.2.2
6.
Understand
a
variety of linear
and
non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information
and
details
of
two
paragraphs or more
Primary Year 5 Scheme of Work
Teacher provides a letter and pupils have to come up with a word that starts
with that letter related to a topic (animals/insects e.g. g – giraffe, …, b - bee)
[Pre-Lesson Task 1 – ABCs]
Pupils read the poem silently and teacher assists in pupils’ understanding
(Q&A).
Teacher distributes True or False sentence strips to each pupil and asks them
to stick the statement at the provided True or False sections in the class using a
blue tack.
Pupils walk around the class to check each other’ answers and make
corrections the answer if there are mistake.
Pupils make a mind-map about themselves and the bumble bees based on the
sentence strip used before and provide simple reasons
Upon completion, pupils exchange their mind maps and rate each other’s works
by giving some good remarks.
MATERIALS /
REFERENCES
Anthology of
Poems
Page 21
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
Activity 1
Page 73
Bumble
bees and
me
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Some pupils might be
able to ask a single
friend while others can
ask more. Teacher will
accept the note made.
(Strategy 3)
Post-lesson
7.
Pupils put their hands up each time they hear something different from the
poem (e.g. out in the sea – hands up as the statement is different from the
poem). [Post-lesson Task 1: Spot the differences]
statement
why?
75
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 40 (Consolidation 3)
MAIN SKILL FOCUS: Listening
THEME: World of Self, family and friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and
Technology
LANGUAGE/GRAMMAR FOCUS: Time expressions: o’clock
quarter past, half past, quarter to; at (time) on (day) a.m. p.m.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1. Write on board ‘in the morning’, ‘in the afternoon’, ‘in the evening’, ‘at night’.
Pupils brainstorm things they do at these times e.g. I have a snack at 11 in the
morning. Elicit two ways to write this time (11am or 11.00).
1.2
1.2.2
Lesson delivery
Understand
meaning in a
variety of familiar
contexts
Understand with
support specific
information and
details of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
Complementary
Skill
Speaking
2.1.4
Ask about and
describe future
plans
2. With a large clock, review quarter past, half past and quarter to. Put clock hands
in several positions and pupils say time. Ask: What’s the digital time? Pupils do
p.93, Activity 1. Ask: Do you always use a digital clock?
3. Pupils do Activity 2, CD3.05. Check answers and write on board.
4. Read instructions for Activity 3 aloud. Ask: What do you need to find out? Play
CD3.06. Check answers. Play CD again. Ask: Which sport has the same word in
English and Malay? (judo). Tell pupils table tennis is sometimes called the same
word in English and Malay (ping-pong).
5. Pupils do Activity 4. Follow instructions for Exercise 4 on p.107 in Teacher’s
Book. When checking, pupils say both time expressions for questions 1, 2 and 4.
For example: At 5.45 p.m. At 5.45 in the afternoon.
English Plus 1
Student’s Book
Activities 1–5
p.93
Teacher’s Book
p.107
At Step 2: A large
clock with hands
that can move to
show different
times
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 5: Play track
CD3.06 again for some
pupils to complete the
information they missed
then check answers
6. Pupils do Activity 5, CD3.07. Follow instructions for Exercise 5 on p.107 in
Teacher’s Book. Pupils write the four times in the dialogue digitally (09.45,
20.00,15.45, 5.15).
Note pupils who can listen for details well and those who find it hard to remember
details in longer texts.
Post-lesson
7.
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
Pupils in pairs say dialogue in Activity 5 but change the days, times and sports.
76
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 41 (Listening 8)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative and negative (to state facts and routines)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.4
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported
classroom
instructions
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.3
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Primary Year 5 Scheme of Work
1. Write ‘family’ on board. Pupils brainstorm vocabulary for family members (from Y3
and 4). Write words on board as pupils say them. How many can they remember?
Lesson delivery
2. Pupils answer Think! question top of p.24 in pairs, then give pupils a set of four
instructions: Look at the family photo. Read the three text titles (a, b, c) in Activity 1.
Choose one title and write it down. Compare with a partner.
3. Find out which text title pupils chose with show of hands. They listen to and read
text for the general meaning (CD1.23). Ask: Which title do you think it is? (c)
4. Pupils do Activity 2. They listen and read the text again to find specific
information. Check answers.
CCE: Values – ask pupils why they think families are important.
5. Pupils do Activity 3. Check they understand the meaning of all words in blue.
Draw a Venn diagram with two circles on board. Pupils in pairs sort words into two
groups: male or female. Choose pupils to say words and write in diagram. Ask:
What two family words go between the two circles? (parent, cousin) Why? (They are
names for male and female family members). Pupils write all words in worksheet.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.24
Teacher’s book
p.38
At Step 6:
Worksheet for
each pupil with
Venn diagram:
male written
above left circle
and female above
right circle
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 2: Some pupils
might need the set of
classroom instructions
read aloud more than
once
Note pupils who find it hard to follow more than one instruction for an activity.
Post-lesson
6. Optional activity: Reading, p.38, Teacher’s Book: Teacher reads out questions.
Pupils listen to questions and in pairs agree on answers. Teacher writes questions
on board. Pupils then quickly read text to check if they are correct.
77
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 42 (Speaking 8)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative and negative (to state facts and routines)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
1. Follow instructions in Section 3 Pre-lesson Task 10: Say What’s Missing. Write
eight names of family members on separate flash cards to put under a cloth.
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.1
Communicate
simple information
intelligibly
Give detailed
information about
themselves
2. Pupils in pairs do p.24, Activity 4. First give an example and write model on board
e.g. ‘The Radford family has breakfast at 6.46 but I have breakfast at 7.15’. Ask:
What’s the conjunction in the sentence? Remind pupils to use ‘but’ for differences.
They take turns to say three or four differences. Choose pairs to say differences to
whole class.
Complementary
Skill
Complementary
Skill
3. Write on board ‘Present simple’. Pupils do Activity 1. Follow instructions for
Exercise 1 on p.38 of Teacher’s Book.
Listening
Listening
1.1
1.1.1
Recognise and
reproduce target
language sounds
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
Primary Year 5 Scheme of Work
Lesson delivery
4. Pupils do Activity 2. Check answers.
5. Pupils do Activity 3, CD1.24. Read aloud both verbs in 1–6. Pupils listen and
repeat chorally then individually. Explain they need to listen to the verb endings.
Play CD1.24 again. Ask: Which verbs end with /iz/ sound? Which verbs end with /s/
sound? (e.g. speaks)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.24
Activities 1–3
p.25
Teacher’s Book
P.38
At Step 1: Eight
flash cards with
the name of a
family member on
each. A cloth to
cover the cards.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 2: Some pupils
will take longer to think
of examples of
differences in daily
routines so allow them
additional time or ask
them to say two
differences
Note how well pupils talk about differences between Radfords’ routines and their
own. Note pupils who find it hard to hear the /iz/ and /s/ sound at end of verbs.
Post-lesson
6. Pupils in small groups take turns to say the daily routines of two members of their
family.
78
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 43 (Reading 8)
MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Patriotism
LANGUAGE/GRAMMAR FOCUS: Present simple tense:
interrogatives
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
1. Write ‘Special days’ on board. Pupils say their special day e.g. birthdays, family
birthdays, anniversaries. Ask: What are the special days/celebrations in Malaysia?
Why do you like them?
3.2
3.2.3
Lesson delivery
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Complementary
Skill
Complementary
Skill
Listening
Listening
1.2
1.2.5
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported questions
Primary Year 5 Scheme of Work
2. Pupils read p.26, Happy days!, and words in box in Activity 1. See if pupils can
guess the meaning of: ‘crazy’, ‘costumes’, ‘invite’, then do Activity 1. Pupils compare
their answers with a partner. Check answers.
3. Read Study Strategy in Activity 2 aloud. Pupils look at Activity 3. They read the
heading, ‘Chinese New Year’, the sentence below and look at photographs A–D.
Write on board ‘dragon’, ‘fireworks’, ‘food’. Pupils say the photos that show these
items. Explain what an envelope is while pupils look at photo D. Ask: What do you
think the radio programme is about? Pupils in pairs share ideas about what they will
hear.
4. Pupils do Activity 3, CD1.25. They listen to Zoe and a woman talking in the
introduction to the radio programme. They look at the photos again and write the
order of objects mentioned.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.26
Teacher’s Book
p.40
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 4: Some pupils
may need to hear the
introduction to the radio
programme more than
once so they can order
the photos correctly
5. Pupils read questions in Activity 4. Follow instructions for Exercise 4 on p.40 of
Teacher’s Book. Play CD1.25 again.
Note how well pupils predict meaning of new words from clues in text and photos.
Post-lesson
6. See Section 3 Post-lesson Task 8: Test your Memory. Use the four photos at foot
of p.26 to make true and false sentences.
79
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 44 (Writing 8)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: Present simple tense:
interrogatives
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
1. Put pupils into six groups. Hand out a set of words to each group. Explain the
words make a question. Pupils order the words. They check order by looking at
questions in Happy Days, p.26. A pupil from each group reads aloud their question.
4.2
4.2.1
Lesson delivery
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
2. In small groups, pupils do Optional activity: Vocabulary from p.40 in Teacher’s
Book.
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
Complementary
Skill
2.1.5
Describe people,
places and objects
using suitable
statements
CCE: Patriotism – Elicit three special days e.g. New Year, Eid-al-Fitr, Diwali. Pupils
choose one special day to answer questions about.
3. Pupils do Activity 5, Use it! They read the 6 questions in Happy Days! again.
Pupils write answers about the special day they chose using always, usually,
sometimes, never. In pairs, they take turns to ask and answer the questions about
partner’s special day. Find out which pairs have similar answers.
4. Follow instructions for Optional activity: Listening Teacher’s Book p.40. Find out
how many pairs remembered the answers.
5. Pupils with a different partner ask and answer questions from Step 4 but change
pronouns and one verb: 1. What kind of present do you prefer? 2. When is the big
meal with your family? 3. Do you like fireworks? Why/Why not?
Note how well pupils write detailed information about a special day and describe it
orally.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 5
p.26
Teacher’s Book
p.40
Optional Activity:
Vocabulary
Optional Activity:
Listening
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 3 some pupils
may only be able to
write 3 or 4 answers to
the questions.
Step 1: A set of
word cards for
each of the six
questions on p.26,
Happy Days.
Each group has
words from one
question. Put in
an envelope.
Post-lesson
6. Choose a post-lesson task from Section 3 to review new vocabulary.
Primary Year 5 Scheme of Work
80
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 45 (Language Arts 8)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Watching a Bumble bee
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship
LANGUAGE/GRAMMAR FOCUS: Vocabulary (Insects)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
5.3
5.3.1
1.
2.
3.
Express
imaginative
response
literary texts
an
to
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.2
Communicate
simple information
intelligibly
Find out about and
describe
experiences up to
now
Primary Year 5 Scheme of Work
Teacher pastes each stanza randomly around the class.
Pupils walk around and read the randomly ordered stanzas.
Pupils need to distinguish the sequence of the stanzas. [Pre-lesson Task 3 –
Sequence the information]
Lesson delivery
4.
5.
6.
7.
Pupils revise the poem.
Teacher asks pupils to think about other insects that are suitable to replace the
bumble bee (e.g. wasp, hummingbird, etc.) in the poem.
In group, pupils underline the words and change the words ( i.e. name of the
insect, characteristic (e.g the oh – so – busy butterfly) to create their own
stanza (or stanzas if they can do more than one stanza).
Note: Ask pupils to use their experiences and prior knowledge on insects and
allow creativity although it sounds illogical.
Upon completion, pupils put up their product and teachers conduct a gallery
walk where groups display and describe their adapted stanza/stanzas. A pupil
from the pair/group will describe their adapted stanza/stanzas while the rest of
the members provide feedback on the other groups’ stanza/stanzas.
MATERIALS /
REFERENCES
Anthology of
Poems
Page 21
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher differentiates
the outcomes by the
numbers
of
words
changed
from
the
original poem and the
number of stanza they
adapt.
(Strategy 3)
Post-lesson
7.
Prepare an illustration for their newly adapted poem.
81
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON:46 (Consolidation 4)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple tense:
interrogatives and time expressions
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
2.2
Speaking
Use appropriate
communication
strategies
2.2.1
Complementary
Skill
Keep interaction
going in short
exchanges by
asking suitable
questions
Writing
Complementary
Skill
4.2
Writing
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
4.2.1
Give detailed
information about
themselves
Primary Year 5 Scheme of Work
1. Pupils close their books and do Warm-up from Teacher’s Book, p.41.
Lesson delivery
2. Pupils do p.27, Activity 1. They answer the questions then check with a partner.
Pupils read the rules then teacher reads them aloud. Pause after each rule and
choose pupils to say the correct word in each. If pupils are unsure, tell them to look
at the five questions in Activity 1 again.
3. Pupils in pairs do Activity 2. Check answers. They take turns to ask and answer
questions. Choose pairs to ask and answer aloud. Find out if any answers are the
same as others in the class.
4. With a different partner, pupils do Activities 3 and 4. Write on board ‘5 minutes’.
Explain they have 5 minutes to write questions with words from the grid. Pupils look
at grid. Ask: What are the five question words you can use? (When, Where, How
often, Do, Does). Check questions after 5 minutes. Pupils take turns to ask and
answer questions they wrote.
5. Pupils do Activities 5 and 6. Follow instructions for Exercises 5 and 6 in p.41 of
the Teacher’s Book.
Note how well pupils interact with different partners at Steps 3, 4 and 6.
Post-lesson
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–6
p.27
Teacher’s Book
p.41
Warm-up
Activities 5 and 6
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
At Steps 3, 4 and 6:
Vary the feedback you
give to pairs when
they’re asking and
answering questions to
each other. Focus on
what they do well e.g.
turn taking; accuracy of
question words and
word order; fluency,
self-correcting.
6. Pupils in small groups write 2–3 questions to ask you about what you do at
different times of the day, week and year. Choose pupils to ask you a question.
82
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 47 (Listening 9)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: What’s on? What do you
want to do? Let’s go to (the)…, What about (the)…?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.3
1.3.1
Use appropriate
listening
strategies in a
variety of contexts
Guess the meaning
of unfamiliar words
from clues provided
by other words
Complementary
Skill
Complementary
Skill
Reading
Reading
3.2
3.2.4
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Use with support
familiar print and
digital resources to
check meaning
Primary Year 5 Scheme of Work
1. Write ‘Weekend’ on board. In pairs, pupils answer Think! question at top of p.28
Choose some pupils to say what they do at the weekend.
Lesson delivery
2. Pupils do Activity 1. Follow instructions for Exercise 1 in p.42 of Teachers Book.
When checking new words, pupils say words which look or sound similar to those in
Malay. Write on board: ‘disco – disko’; ‘concert-konsert’; ‘barbecue-barbeku’, ‘quizkuiz’, ‘mini-mini’. Ask: What is different – spelling, sound or both?
CCE: Values – ask pupils why special days are important for schools and families.
3. Pupils do Activity 2, CD1.26. Follow instructions for Exercise 2 on p.42 in
Teacher’s Book.
4. Write on board in three columns: A. When you agree; B. When you’re thinking;
C. When you’re surprised. Pupils read the dialogue again and find: ‘Right’, ‘Mmm’,
‘OK’, ‘No?’ ‘Well’, ‘Yes’. In pairs they decide which words go in the three columns. (A
= Right, Yes, OK; B = Mmm; Well C = No?)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.28
Teacher’s Book
p. 42
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
When listening to and
reading the dialogue,
some pupils may be
slow at completing the
gaps. Pause the track
to allow them more
time to write.
5. Play CD1.26 again. Pupils listen for pronunciation of disco, concert, barbecue,
quiz and mini again. Ask: Which words have the same pronunciation in English?
Which words sound almost the same? Practise pronunciation together. Pupils then
practise the dialogue with Daisy and Gareth in pairs.
Note pupils who find it hard to guess meanings of new words in the programme.
Post-lesson
6. In pairs, pupils read the programme and agree on morning and afternoon
activities they’d like to do. They say why they’d like to do them.
83
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON:48 (Speaking 9)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, family and friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: What do you want to do?
What about (the)…? Let’s go to (the)…
in the morning, in the afternoon, in the evening, at lunch
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
1. Write on board: Do you remember? Pupils think about what their partner said in
previous lesson about what her/ his family does at the weekend. Choose pupils to
say what partner’s family does. Remind pupils to use ‘sometimes’, ‘usually’, ‘always’.
2.1
2.1.4
Lesson delivery
Communicate
simple information
intelligibly
Ask about and
describe future
plans
2. Write on board: plans and suggestions. Pupils look at p.28, Key Phrases. Read
them aloud to class. Ask: Which phrases are for making plans? Which are for
making suggestions? How many questions are there for plans? How many
questions for suggestions? Which phrase is negative? (I’m not really interested in…)
Complementary
Skill
Complementary
Skill
Writing
Writing
3. Pupils do Activity 4. Follow instructions for Exercise 4 on p.42 of Teacher’s Book.
Explain that ‘What about…’ and ‘Let’s…’ can also give advice. Ask the advice they
wrote in the last two lines of the dialogue.
4.2
4.2.2
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Ask for, give and
respond to simple
advice
4. Pupils in pairs do Activity 5. They focus on their intonation. Teacher says phrases
from the mini-dialogue with exaggerated intonation patterns. Pupils listen and
repeat. Choose pairs to read dialogue. Ask: Is their intonation good? Which key
phrases are not in the mini-dialogue? (What’s on? I’m not really interested in…)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4–6
p.28
Teacher’s Book
p. 42
At step 5 find out
the names of two
or three films
pupils could see in
a local cinema.
Also find out the
times they start on
a weekend day.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 3: For pupils
who have difficulty
scanning text for
specific words tell them
the words they need to
find are in the same
order as those in the
dialogue
5. Elicit names of two or three films which pupils could see in local cinemas and
write on board. Also write the day and times the films start. With a different partner,
pupils prepare and practise a dialogue using films on the board and Key Phrases.
Note how well pupils talk about plans and give suggestions.
Post-lesson
6. In small groups, pupils write a cinema programme with: a name and date; two or
three films and times they start. Pupils can draw a cinema ticket if time permits.
Primary Year 5 Scheme of Work
84
WEEK:
__
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 49 (Reading 9)
MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: also, and, but
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.3
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
1. Put map of Caribbean on board or show in an atlas. Elicit information about the
Caribbean islands e.g. near which countries, in which sea, food etc.
CCE: Values – ask pupils why it is important to know how countries celebrate their
culture.
Lesson delivery
2. Pupils do p.29, Activity 1. Follow instructions for Exercise 1 on p.43 in Teacher’s
Book.
3. Write on board: A. personal description of carnival; B. when the carnival happens;
C. what happens at the carnival. Pupils guess order of paragraphs. Don’t check yet.
4. Pupils do Activity 2. After reading the text and before answering the questions,
check order of paragraphs (1B, 2C, 3A). Ask: Are your guesses correct? Pupils
answer questions. Check answers.
5. Ask: Which word is in blue? (also) Which words come after also? (play, friendly,
dance). Give other examples: I can sing and I can also play the piano. Elicit
sentences from pupils. Ask pupils to find two conjunctions in the text. (and, but) Ask:
Are there more ‘ands’ or ‘buts’? (3 ands, 2 buts)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.29
Teacher’s Book
p.43
At Step 1: Map of
Caribbean from
an atlas or
website
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 4, some pupils
will need support to find
answers to the three
questions. Write on
board: Where? (a city)
When? (a month)
What?
(make…play…and d__)
5. Pupils read Key Phrases and do Activity 3. Check answers. Pupils memorise the
sentences and with a partner take turns to repeat them from memory.
Note how well pupils guessed meaning of words and how accurately they narrated
events at the carnival.
Post-lesson
6. Pupils look at photo of dancer on p.29 for 30 seconds. Pupils close books and
think about what happens at the carnival. With a partner they say things they
remember about the London carnival. How many things can they remember?
Primary Year 5 Scheme of Work
85
WEEK:
__
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON:50 (Writing 9)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Patriotism
LANGUAGE/GRAMMAR FOCUS: Adverb: also
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
form
Produce a plan or
draft of one or two
paragraphs for a
familiar topic and
modify this
appropriately in
response to
feedback
Complementary
Skill
1. Pupils brainstorm words they remember about the Notting Hill carnival. Elicit
‘celebration’, ‘parade’ and ‘costume’ if they don’t say them.
Lesson delivery
2. Write ‘also’ on board then say and write on board: ‘I have a brother and I also
have a sister. I’m happy and I’m also funny.’ Help pupils to notice word order. Pupils
do p.29, Activity 4. They compare answers with a partner. Check with whole class.
3. Pupils do Activity 5, Use it! Remind pupils they used a plan to write a description
of a town or city in Unit 1. Explain they’re going to write a description of a celebration
or special day. Follow instructions for Exercise 5 on p.43 of Teacher’s Book.
4. Pupils in pairs swap descriptions and read them. Hand out worksheet. Pupils
check if the description meets the criteria on the worksheet and draw a smiley face
next to each if it does. Pupils return descriptions and worksheet. They now make
changes based on the feedback from their partner.
Reading
Complementary
Skill
3.2
Reading
Post-lesson
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
3.2.2
6. Write on board: ‘Do you think your description of a celebration is better than your
description of a town or city? Why or why not?’ Pupils in small groups think about
the questions then say what they think.
Understand specific
information and
details of two
paragraphs or more
Primary Year 5 Scheme of Work
5. Choose pupils to read descriptions aloud. Praise their efforts then point out two
things they can improve.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4 and 5
p.29
Teacher’s Book
p.43
At Step 4:
Worksheet with
list of five criteria:
1) where and
when it happens;
2) what people do;
3) what partner
usually does; 4)
has ‘also’ in
correct place; 5)
some adjectives.
There should be a
space for pupils to
draw a smiley
face after each.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See strategy 3:
Outcomes
At Step 3: Expect some
pupils to write only one
or two things that
happen during the
celebration or special
day; expect others to
write more
86
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 51 (Language Arts 9)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Providing reasons
(because)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Lesson delivery
Complementary
Skill
Complementary
Skill
4.
Reading
Reading
3.2
3.2.2
Understand
a
variety of linear
and
non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information
and
details
of
two
paragraphs or more
Primary Year 5 Scheme of Work
2.
3.
5.
6.
7.
8.
9.
Talk about what is going to happen tomorrow. Every pupil provides his/her
prediction (e.g. It is going to rain tomorrow. My mother is going to the market
tomorrow).
Teacher goes through with the cover and the blurb with the pupils and teacher
brainstorm pupils’ ideas about the book.
Put pupils into smaller group and each group do a group reading from page 5 to
page 8.
Teacher uses word cards from the guidebook (page 17) and provides each
group with the word cards.
Pupils have to match the word cards (containing activities that carried out by the
characters) with the corresponding characters in the short story (e.g. Yuki –
flying in the plane).
Check the answer as a class.
Then, groups reuse the word cards and divide them into the activities that they
like and dislike.
Each pupil in the group has to choose the activity that he/she likes the most and
the reasons why he/she wants to choose it.
Upon completion, they share their reasons among the group members.
MATERIALS /
REFERENCES
And Something
Weird Happened
by
Pamela Rushby
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Short Stories
(page 17)
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher
encourages
pupils to come up with
more than one reason if
possible.
(Strategy 3)
Post-lesson
10. Teacher provides a piece of paper for each sitting group and each pupil has to
write “I like (activity) because …”
87
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 2)
LESSON: 52 (Language Awareness 3)
MAIN SKILL FOCUS: Language Awareness
THEME: teacher to complete
TOPIC: Days
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 2
CONTENT
STANDARD
LEARNING
STANDARD
Language
Awareness
lessons should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking,
Reading or
Writing). Teachers
can use Year 5
Content and
Learning
Standards in
DSKP curriculum
document.
Language
Awareness lessons
should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking, Reading
or Writing).
Teachers can use
Year 5 Content and
Learning Standards
in DSKP curriculum
document.
LEARNING OUTLINE
Pre-lesson
1. Review language from Unit 2 with an activity from list of pre-lesson tasks.
Lesson delivery
2. Pupils do p.30, Activities 3, 4 and 5 individually. After each activity they compare
answers with a different partner. Check answers after each activity. Ask: Which
activity was easy and which was hard? Why was Activity 3/4/5 easy/hard?
3. Pupils in pairs do Activity 6 then take turns to ask the questions and say answers.
4. Pupils do p.31, Activity 3. Follow instructions for Exercise 3 on p.45 in Teacher’s
Book.
Note:

Plan further activities for this unit to develop language skills according to your
pupils’ needs.

You can use information about your pupils’ performance which you collected
using formative assessment strategies while teaching this unit.

The information could include your observation of pupils interacting in
classroom activities and their performance in written activities.

Plan activities which focus on language practice in a meaningful, fun and
communicative way.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3–6
p.30
Activity 3
p.31
Teacher’s Book
p. 44
p. 45
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to the needs
of your pupils and
class. Please see the
seven differentiation
strategies listed in the
introduction. Please
also consider the
following:
*Pupils will need
support understanding
and completing the
self-assessment
worksheet, especially
at the beginning of the
year. Pupils can
complete it in their own
language if necessary.
Post-lesson
5. *Pupils think about their learning and performance in this unit. They complete selfassessment worksheet.
6. Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.
Primary Year 5 Scheme of Work
88
How did I do in Unit 2?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
…talk about daily routines
�
�
�
Great ____
OK ____
A little____
…use adverbs of frequency to describe Great ____
daily routines
OK ____
A little____
…describe a celebration in my country
Great ____
OK ____
A little____
…plan and write a description of a
special day
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
89
WEEK: __
Unit 3
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 53 (Listening 10)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Science and
Technology
LANGUAGE/GRAMMAR FOCUS: Nouns: wolf, ostrich,
scorpion, rat, octopus; Verb + prep.: looks like, sounds like
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.2
Understand
meaning in a
variety of familiar
contexts
Understand with
support specific
information and
details of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Speaking
Complementary
Skill
2.2
Speaking
Use appropriate
communication
strategies
2.2.1
Keep interaction
going in short
exchanges by
asking suitable
questions
1. Write ‘Wild life’ on board. Explain pupils are going to learn about wild animals
from around the world. Follow instructions for Think! on Teacher’s Book p.46.
Lesson delivery
2. Pupils do Activity 1, CD1.28. Follow instructions Teacher’s Book p.46 Exercise 1.
Ask: What do you think ID means? (identification)
3. Explain that pupils are going to read Key Phrases used when guessing or
identifying something. Say: looks like, sounds like. Pupils repeat. They do Activity 2.
Follow instructions for Exercise 2 on p.46 of Teacher’s Book. Play CD1.28 again.
In pairs (A and B), pupils choose elephant, frog or dog (not identified from CD). They
take turns to make its sound or draw a picture. Pairs use Key Phrases to identify
partner’s animal. A says Key Phrase 1. B says 2, 3 or 4, and 5. Then they swap.
Choose pairs to say dialogue aloud.
4. Pupils do Activity 3, CD1.29. Follow instructions in Teacher’s Book p.46, Ex. 3.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1– 4
p.32–33
Teacher’s Book
p.46–47
At Step 5: Photos
of an ostrich, bat,
eagle, scorpion,
rat and octopus
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 2, some pupils
may need to listen to
the dialogues again.
This will also help them
at Step 3.
5. Show photos of ostrich, bat, eagle, scorpion, rat and octopus to check meaning of
vocabulary in Activity 4 box. Pupils should know: bat, bear, crocodile, rabbit, snake,
spider, whale from previous levels. Pupils in four teams do Activity 4, CD1.30.
Follow instructions for Exercise 4 on p.46 of Teacher’s Book.
If time is limited, teams choose two or three photos to identify. Ask: Which animal
names are similar in Malay? (panda, gorilla/gorilla, giraffe/zirafah)
Note how well pupils listen for specific information in the dialogues.
Post-lesson
6. Play a science sorting game. Write ‘fish’, ‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on
board. Give example of each. Ask: Which words are similar? (mamalia, reptilia).
Pupils in small groups classify animals from Activity 4 according to category.
Primary Year 5 Scheme of Work
90
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 54 (Speaking 10)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Science and
Technology
LANGUAGE/GRAMMAR FOCUS Present simple tense
interrogatives: Does it, Has it got, How many, What colour /
size is it? What type of animal is it?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.5
Communicate
simple information
intelligibly
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.3
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
1. Pupils in pairs brainstorm animals from previous lesson. Can they remember 10/
15 / 20 animals? Pupils open books and check with animals in Activity 4 p.32.
Lesson delivery
2. Follow instructions for Exercise 5 on p.47 of Teacher’s Book. Ask: Which animal
is easy to identify? Which is difficult? Pupils indicate with a show of hands.
3. Pupils do Activity 6. They guess meaning of land, wings and tail. They should
remember live, water and legs from previous levels. Ask: Which animal is it?
(crocodile) What type of animal is it? (reptile)
4. Write question starters on board: Does it…? Has it got…? How many…? Is it ___er than a / an…? What colour/size …? Pupils do Activity 7, Use It! Follow
instructions in for Exercise 7 on p.47 in Teacher’s Book. They use question starters
as support.
5. Draw Venn diagram on board with ‘water’ above right circle and ‘land’ above left.
Explain that pupils put animals into different groups: water, land, or water and land.
Elicit examples e.g. water = whale; land = gorilla; both water and land = frog. Hand
out worksheet to pairs of pupils. Explain science words are often put in diagrams.
6. Pupils do ‘Finished?’ Check by asking: Do you agree ___ lives in water/land/water
and land?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 5, 6, 7
p.33
Teacher’s Book
p. 47
At Step 5:
Worksheet with
Venn diagram
large enough for
pupils to write
animal names in
both circles and in
intersection
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 4, some pupils
won’t need to look at
the question starters on
board. A few pupils
may need the starters
written on paper to
have beside them.
They can then refer to
them more easily. This
also makes the task
quicker to do.
Note pupils who describe animals accurately and those who find this hard.
Post-lesson
7. Pupils draw a Venn diagram with ‘fly’ above left circle and ‘swim’ above right. In
pairs they classify animals in three parts of the diagram. The diagrams can be
displayed.
Primary Year 5 Scheme of Work
91
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 55 (Reading 10)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Environmental
Sustainability
LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
ugliest, rarest, most beautiful, common, interesting, colourful
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Use Pre-lesson Task 1: ABCs, and adapt by using animal names.
Reading
Reading
Lesson delivery
3.2
3.2.3
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Complementary
Skill
Reading
3.3
Read
independently for
information and
enjoyment
Complementary
Skill
Reading
3.3.1
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
2. Pupils do Think! at top of p.34. Ask: Is there another animal you think is ugly?
Accept L1 and translate.
3. Write on board: protect, species, become extinct, danger, help, rare. Pupils use
dictionaries or explain the meanings. They follow instructions in Teacher’s Book
p.48 Exercise 1.
CCE: Environmental Sustainability – Ask pupils why it is important to protect animal
species
4. Follow instructions for Exercise 2 on p.48 in Teacher’s Bok.
5. Pupils do Activity 3: They guess meanings of words in blue from the context, and
then check with a partner. If there are any words they are unsure of, they can use a
dictionary or other resource. Pupils now use dictionaries to check ‘common’ and
‘dull’. Ask: Which word in blue is the opposite of dull? (colourful). Also, check they
remember the meaning of. ‘rare’ (from Activity 2).
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p. 34
Teacher’s Book
p. 48
At Steps 3 and 5:
If possible,
dictionaries for
each pupil or pairs
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 3: Some pupils
may need help to look
up dictionaries and
understand meanings
in English. If possible,
use bilingual
dictionaries.
6. Pupils read text again and say the two words that come before beautiful,
interesting, common and colourful (the most). They find the word before ugliest,
rarest, biggest, weirdest (the). Ask pupils if they enjoyed reading the text and why.
Note how well pupils can guess meanings of words from clues in the text.
Post-lesson
7. Pupils in small groups agree on the three most beautiful and the three most
colourful animals they know. Do pupils know if any of the animals are in danger of
extinction?
Primary Year 5 Scheme of Work
92
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 56 (Writing 10)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Comparative and
Superlative adjectives: e.g. weirder, weirdest, rarer, rarest
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high-frequency
words accurately in
independent writing
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1.5
2.1
Describe people,
places and objects
using suitable
statements
Communicate
simple information
intelligibly
1. Pupils brainstorm adjectives to describe animals then do Warm-up. Follow
instructions in Teacher’s Book p.49 Warm-up.
Lesson delivery
2. Pupils do p.35 Activity 1. Follow instructions for Exercise 1 on p.49 of Teacher’s
Book.
3. Pupils look at text on p.34 again and do Activity 2. They compare answers with a
partner. Check answers. How quickly did pupils find the words?
4. Show map of Canada on board. Point out the Rocky Mountains. Explain there are
many very big National Parks with lots of wild animals in the mountains.
Write on board: ‘hot’, ‘cold’, ‘high’, ‘good’, ‘beautiful’, ‘interesting’. Pupils do Activity
3. Choose pupils to go to board and write the superlative of the adjectives. Help
pupils to notice double ‘t’ in ‘hottest’. Write ‘big’ on board. Ask: How do you spell
biggest?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.35 (text on p.34
for Activity 2 p.35)
Teacher’s Book
p.49
At Step 4: A map
of Canada
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See strategy 4: Time
At Steps 4 and 5: Some
pupils will need more
time to write sentences.
More proficient pupils
will be able to write an
additional 1 or 2 more
sentences.
5. Pupils do Activity 4. Read study strategy aloud to whole class. Pupils write
sentences with superlative forms using words in both boxes. They compare with a
partner. Choose pupils to read sentences to whole class.
CCE: Creativity and Innovation – pupils develop creative cognitive skills (HOTS)
when they think of and produce their own ideas.
Note pupils who are slow at writing sentences with superlative adjectives.
Post-lesson
6. Pupils in small groups write three or four sentences about Malaysia using
superlative adjectives and ideas from text about Canada.
Primary Year 5 Scheme of Work
93
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 57 (Language Arts 10)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: True and false
statements
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3
Express an
imaginative
response to
literary texts
5.3.1
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Teacher reads a sentence and pupils have to sit down if the sentence is false
and stand up if the sentence is correct (e.g. Yuki was playing basketball –
False). [Pre-Lesson Task 5 – Sit down Stand up]
Lesson delivery
2.
3.
4.
5.
Pupils are put in pairs and given a set of statements.
Pupils will guess whether the statements are true or false by writing T or F at
the end of each statement.
Teacher instructs pairs to read Chapter 2 and Chapter 3 of the book and they
need to verify their guesses.
Upon completion, teacher informs pupils that they need to choose any
statements to be acted out in front.
Pairs act out their chosen statement and others will guess whether it is true or
false (make sure most of the pairs have the opportunities to act out).
Complementary
Skill
Complementary
Skill
6.
Reading
Reading
Post-lesson
3.2
Understand
a
variety of linear
and
non-linear
print and digital
texts by using
appropriate
reading strategies
3.2.2
Understand specific
information
and
details
of
two
paragraphs or more
7.
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
And Something
Weird Happened
by
Pamela Rushby
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Short Stories
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher
gives
opportunity for each
pair to choose either to
act out or read the
statements.
(Strategy 5)
Pupils rewrite the false statements to become true statements.
94
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 58 (Consolidation 5)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Language and
Creativity
LANGUAGE/GRAMMAR FOCUS: Questions: Do you want
to…? Is it (adjective)? Where are you now? How are you?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.1
Understand
meaning in a
variety of familiar
contexts
Understand with
support the main
idea of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Speaking
2.2
Use appropriate
communication
strategies
Complementary
Skill
Speaking
2.2.1
Keep interaction
going in short
exchanges by
asking suitable
questions
1. See Pre-lesson Task 8: Predict the Content. Use photo on Student’s Book p.94 to
do the task. Also ask: Where is Holly?
Lesson delivery
2. Pupils do Activity 2, CD3.08. They compare predictions in Step 1 with information
in the dialogue. Ask: Which word in blue is almost the same in English and in
Malay? (aquarium/akuarium). What is different? (focus on spelling and
pronunciation). Check pupils’ answer about the animal Holly likes best.
3. Pupils do Activity 3, CD3.08. Follow the instructions for Exercise 3 on p.108 of
Teacher’s Book.
4. Pupils in pairs do Activity 4, CD3.09. Follow instructions for Exercise 4 on p.108
of Teacher’s Book. To check understanding, say some true/false sentences e.g.
Anna and Steve are in an aquarium. (F) Steve is with a friend. (T) Anna says see
you later. (F) Pupils practise the dialogue. Choose pairs to repeat dialogue to whole
class.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 2–5
p.94
Teacher’s Book
p.108
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 5: More
proficient pupils can
make up their own
dialogue, less proficient
pupils choose from the
words provided in the
box
5. Pupils with a different partner do Activity 5. Follow instructions for Exercise 3 on
p.108 of Teacher’s Book.
CCE: Creativity – Pupils generate their own ideas to create a dialogue so they
develop HOTS.
Note how well pupils listen to the dialogues and understand them. Note also how
fluent and accurate pairs are when saying their dialogues.
Post-lesson
6. Write on board ‘aquarium’ and ‘skateboard park’. Pupils in small groups say if
they like going to these places and give a reason for their answer. They say other
places they like going to with friends or family.
Primary Year 5 Scheme of Work
95
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 59 (Listening 11)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Science and
Technology
LANGUAGE/GRAMMAR FOCUS: Modal auxiliary verbs:
can (positive use) can’t (negative use) for ability
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Brainstorm fast-running and slow-moving animals. Write on board in two columns.
Listening
Listening
1.2
1.2.5
Ask: Which is the fastest land animal? (cheetah) Which is the slowest land animal?
(sloth) Show photos of a cheetah and a sloth.
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported questions
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.4
Use with support
familiar print and
digital resources to
check meaning
Lesson delivery
2. Read aloud introduction to Animal skills quiz. Pupils in pairs do Activity 1, CD1.33.
Read verbs in box aloud but not ‘kill’ and ‘survive’. Pupils mime actions. Pre-teach
‘kill’ and ‘survive’ and relate to animals. Pupils read quiz questions and complete
gaps with the verbs. Play CD1.33 again. Pupils listen to questions and check
answers. Ask: How many of the verbs are correct?
3 Write on board ‘distance’, ‘ground’, ‘intelligent’. Pupils use their dictionaries to
check meaning. Pupils with same partner do Activity 2, CD1.34. Don’t check pupils’
answers to quiz at this step. Ask instead: Which animal can hear with their ears and
feet? (elephant) Which bird is tall, heavy and can’t fly? (ostrich)
4. Pupils do Activity 3, CD1.34. Follow the instructions in Teacher’s Book p.50
Exercise 3. Ask: Which animal do you think is the most interesting? What can it do?
Is there something it can’t do?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.36
Teacher’s Book
p. 50
At Step 1: Photos
of a cheetah and
a sloth
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
At Steps 3 and 4
provide positive
comments to pupils
who find listening to
questions in longer
texts hard. At Step 4
some pupils may need
to hear CD1.34 twice.
5. Pupils do Activity 4, CD1.34. Follow the instructions in Teacher’s Book p.50
Exercise 4. Ask: Think about the animals in the podcast. Which animal would you
like to find out more information about? What information would you like to find out?
Note how well pupils understood the questions in the quiz and podcast.
Post-lesson
6. See question dictation in Teacher’s Book Optional activity: Listening, p.50.
Primary Year 5 Scheme of Work
96
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 60 (Speaking 11)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Science and
Technology
LANGUAGE/GRAMMAR FOCUS: Verbs: e.g. communicate,
survive, kill, grow
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.2
Communicate
simple information
intelligibly
Find out about and
describe
experiences up to
now
Lesson delivery
Complementary
Skill
1. Ostrich (Activity 5) 2. Snake (Activity 4) 3. Frog (Activity 1) 4. Scorpion (Activity 3)
5. Camel (Activity 1) 6. Spider (Activity 4)
Complementary
Skill
Writing
4.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
form
Writing
4.3.2
Spell a range of
high-frequency
words accurately in
independent writing
Primary Year 5 Scheme of Work
1. Pupils in small groups say a sentence each about what animals can and can’t do.
Choose some sentences to write on board. How many animal skills can pupils
remember from previous lesson? Also ask: Which animals can communicate with
each other? Which animal can survive without water for six months?
2. Pupils in pairs do Activity 5, Use It! Follow instructions in Teacher’s Book p.50
Exercise 5. They use information in course book and prior knowledge. Check
possible answers e.g.
3. Pupils do Activity 1. Follow instructions in Teacher’s Book p.51 Exercise 1.
4. Pupils in pairs do Activity 2. Ask: How do you think a parrot speaks? And a
snake? Pupils make parrot and snake sounds. Choose pupils to say the dialogue
making sounds of parrot and a snake.
5. Pupils do Activity 3. Follow instructions Teacher’s Book p.51 Exercise 3.
Note how well pupils communicate their knowledge of animals in English.
Post-lesson
6. Pupils in small groups write two or three more questions about animal skills. They
hand to another group to answer.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 5
p.36
Activities 1, 2, 3
p.37
Teacher’s Book
p. 50 and 51
Rulers to measure
size of course
book when closed
(22cm x 28cm)
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 2: More
proficient pupils are
likely to be able to
answer 3 and 6
because the animals
are mentioned in
previous lessons and
they may know about
them in the L1. Less
proficient pupils may
find it difficult to
remember the
information and how to
express it.
97
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 61 (Reading 11)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Environmental
Sustainability
LANGUAGE/GRAMMAR FOCUS: Giving examples: such
as, like, for example
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information and
details of two
paragraphs or more
Complementary
Skill
Complementary
Skill
Writing
Writing
4.2.4
4.2
Describe people,
places and objects
using suitable
statements
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Primary Year 5 Scheme of Work
1. Pupils answer Think! question at top of p.39. Follow instructions in Teacher’s
Book p.53 Think!
Lesson delivery
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
p.39
2. Show map of the Philippines on board. Tell pupils there are more than 7,000
islands in the Philippines. Many have rain forests. Pre-teach: adopt, weigh,
Foundation. Pupils do p.39 Activity 1. Follow instructions in Teacher’s Book p.53
Exercise 1.
Activities 1–5
3. Pupils do Activity 2. After reading text again, pupils in pairs answer two questions.
Pupils need to find a sentence from the text for their answers. Check answers. Ask:
Which paragraph has the answers? (1 What is it?)
At Step 2: Map of
Philippines
4. Explain there are ways to describe animals in danger. Pupils look at Activity 3.
Read Key Phrases aloud one by one. Give pupils time to find words in the text to
complete each phrase.
5. Write on board: such as, like, for example. Say aloud and pupils repeat. Pupils do
Activity 4. Follow instructions in Teacher’s Book p.53 Exercise 4.
Teacher’s Book
p.53
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4:Time
At Steps 1 and 2: Some
pupils will need more
time to read the text
then to find and
understand specific
information. Fast
finishers can think of
reasons why farming is
a problem for eagles.
6. Pupils do Activity 5 then compare answers with a partner. Choose pairs to read
descriptions to whole class. Ask after each pair says the sentences: Do they have
an example? How do you know? (sentences have – such as, like, for example)
Note pupils who read and understand information in the leaflet well and those who
need more time and support.
Post-lesson
7. Choose a post-lesson task to review new vocabulary.
98
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 62 (Writing 11)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Environmental
Sustainability
LANGUAGE/GRAMMAR FOCUS Comparative and
superlative adjectives; Modal auxiliary verbs: can and can’t
for ability; such as, for example, like
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Produce a plan or
draft of one or two
paragraphs for a
familiar topic and
modify this
appropriately in
response to
feedback
Complementary
Skill
Reading 3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.2
Understand specific
information and
details of two
paragraphs or more
Primary Year 5 Scheme of Work
1. Write on board: ‘such as’; ‘like’; ‘for example’. In pairs, pupils say a sentence
about a land or sea animal with example of what the animal can or can’t do.
Lesson delivery
2. Explain that pupils are going to write a leaflet about a Malaysian animal in danger.
Hand out information or show on board facts about an endangered local species
e.g. Malayan tiger or turtle.
Pupils in pairs read Writing Guide B and make notes for questions 1, 2, 3 and 5.
Say you will help them with question 4 – where they can find information.
3. Pupils read Activity 6, Writing Guide C. They use Philippine eagle text as a model
and decide on information for Paragraph 1, and then two sentences for Paragraph 2.
Provide one or two websites for pupils to include in Paragraph 3.
4. Pupils read D. Explain pupils also use this language in their leaflet.
5. Pupils write leaflet. They read and check text and draw a smiley face  for:
1) Question headings 2) information about animal 3) the problem 4) how to help
animal 5) adjectives with -er/more, -est/most; 6) example 7) can and can’t. Find out
how many pupils got 5 smiley faces or more than 5?
Note pupils who need support throughout the writing process.
Post-lesson
7. Pupils draw and label the animal on leaflet. They write: Help us to protect the ___.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4–6
p.39
Teacher’s Book
p.53
At Step 2
Provide
information about
Malayan tiger or
turtle from
websites. Pupils
need to know:
where animal
lives; how rare it
is; why in danger;
how to protect it;
where to find
information about
it e.g. WWF
Malaysia.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 2: Make sure
the pairs are mixedability so those who are
less proficient can feel
more confident when
making notes about the
animal
See Strategy 7:
Feedback.
Some pupils will need
positive feedback
throughout the process
of producing a plan and
then writing the leaflet.
99
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 63 (Language Arts 11)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: simple sentences to
describe things
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3
5.3.1
Express
imaginative
response
literary texts
an
to
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Teacher provides lines for pupils to guess the words by giving letters for teacher
to verify whether the letter is present in the word (focus word: pizza, ice cream,
dinosaur). [Pre-Lesson Task 7 – Beat the teacher]
Lesson delivery
2.
3.
4.
5.
6.
Teacher puts pupils into smaller groups and informs pupils to read Chapter 4
(page 25 – 32) together.
Each group has to draw Joel’s Jelly Baby ice cream based on details (the ice
cream has Jelly Baby) from the story.
Then, teacher asks the pupils to draw the dinosaurs that Joel had imagined.
In pairs, each pair has to come up with the different version of ice cream and
dinosaur according to their creativity.
Then, ask them to describe their creation, the ice cream and dinosaurs by using
simple sentences (e.g. the ice cream is … the ice cream has… the dinosaur
is … the dinosaur has …).
Complementary
Skill
Complementary
Skill
Writing
Writing
Post-lesson
4.2
4.2.4
7.
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe
people,
places and objects
using
suitable
statements
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
And Something
Weird Happened
by
Pamela Rushby
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Short Stories
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
In
terms
of
the
descriptions
of
the
drawn items teacher
accepts words, phases
or full sentences.
(Strategy 3)
Shout out time – pupils provide their predictions on what will happened to Joel
when the dinosaurs meet Joel (e.g. reactions, what to do, how to act).
100
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 64 (Consolidation 6)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Asking for permission: Is
it ok if…? Can I / we…? Giving permission: Yes, of course.
Refusing permission: I’m sorry, but…No, I’m afraid you can’t.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
1. Do Pre-lesson Task 4: I’m Going To... Explain goals of the lesson are for
developing speaking and listening skills.
Lesson delivery
2. Pupils do Think! from top of p.38. Follow instructions from Teacher’s Book p.52.
Pupils look at photo and say where they think the girl and her dad are.
3.Pupils do Activity 2, CD1.36. Follow the instructions in Teacher’s Book p.52
Exercise 2. Pupils listen to dialogue again. In pairs, they repeat it with same
intonation as on CD. Choose pairs to read dialogue aloud. Ask: Is the intonation the
same as the dad and girl?
Complementary
Skill
4. Pupils do Activity 3. Check answers. Pupils practise dialogue in pairs. Choose
different pairs to read it aloud. Ask: Is their intonation good?
Listening
5. Read Key Phrases aloud. Explain that requesting is the same as asking; refusing
means saying no. Say it’s important to be polite when saying no. Pupils do Activity
4. Follow instructions p.52 Exercise 4 Teacher’s Book.
CCE: Values – Ask: Why is it important to be polite when we refuse permission?
1.2.5
Understand a
sequence of
supported questions
6. Pupils with a different partner do Activity 5. Follow instructions Teacher’s Book
p.52 Exercise 5.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 2–5
p.38
Teacher’s Book
p. 52
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Steps 4 and 5: Some
pupils may need more
support to understand
instructions. Repeat
steps slowly and
encourage pupils to say
their lines in the
dialogues more than
once.
Note pupils who are confident interacting in pairs and those who are less sure.
Post-lesson
7. Find out if pupils met their goals for speaking and listening skills in Step 1. Ask:
Are you really happy/happy/quite happy about your speaking skills in this lesson?
Repeat for listening skills.
Primary Year 5 Scheme of Work
101
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 65 (Listening 12)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Comparative and
superlative adjectives e.g. heavier, heaviest, more colourful,
most colourful
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.1
1.1.1
Recognise and
reproduce target
sounds
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
Complementary
Skill
Reading
3.3
Read
independently for
information and
enjoyment
Complementary
Skill
Reading 3.3.1
Read and enjoy A2
fiction/ non-fiction
print and digital
texts of interest
1. See Pre-lesson Task 1: ABCs. Write animals on board. Say letters which several
animals have at start of words e.g. s/b/c.
Lesson delivery
2. Pupils do Student’s Book p.40 Activity 1. They compare spelling with a partner.
Ask: Which two letters are the same in bear and eagle? Do they sound the same?
Draw a peach and pear on board. Elicit words. Ask: Which fruit and which animal
have the same ea sound? (bear/pear, eagle/peach)
3. Pupils in pairs do Activity 2. Check answers. Pupils find three words with ea in
them. (hear/heavy/ears) Write on board: ‘pear’, ‘peach’, ‘hear’, ‘heavy’, ‘ear’. Ask:
Which two words have the same ea sound? (hear, ear) Point to words in random
order and pupils repeat them. Ask: How many ways can we pronounce ea? (4)
4. Pupils do Activity 3. Follow instructions in Teacher’s Book p.54 Exercise 3. Ask: Is
it easier to read information about animals in a table or in a text? Why?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3, 7
p.40
Teacher’s Book
p.54
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
Some pupils will need
to hear the
pronunciation of
different ea sounds
several times.
Pupils do Activity 7, CD1.37. Follow instructions in Teacher’s Book p.54 Exercise 7.
Ask: Which two words have ea in them? Do they sound the same? (east, eat – yes)
Note pupils who recognise and reproduce different ea sounds well and those who
need help with pronunciation.
Post-lesson
6. Pupils in pairs use information in the table in Activity 3 to write two or three true/
false sentences for a partner to answer.
Primary Year 5 Scheme of Work
102
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 66 (Speaking 12)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS Modal auxiliary verbs: can
and can’t for ability
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Complementary
Skill
Writing
4.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
form
Complementary
Skill
Writing
4.3.2
Spell a range of
high frequency
words accurately in
independent writing
Primary Year 5 Scheme of Work
1. See Pre-lesson Task 5: Sit Down, Stand Up. Say true or false sentences about
what you can and can’t do. How many did they guess correctly?
Lesson delivery
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
p.40
2. Pupils do p.40 Activity 4. Follow instructions in Teacher’s Book p.54 Exercise 4.
Activities 4 – 6
3. Pupils do Activity 5. Do number 1 as example. Explain that a cross means the
answer is no; a tick means the answer is yes. Check answers. Pupils in pairs read
questions and answers as a dialogue.
Teacher’s Book p.
54
4. Pupils do Activity 6. Follow instructions in Teacher’s Book p.53 Exercise 6.
5. Write on board 1) I’m afraid I can’t. 2) No, you can’t. 3) I’m sorry but you can’t…
4) No, I can’t. Read aloud. Ask: Which numbers use polite language? Do the
questions have yes or no answers?
CCE: Values – Explain the opposite of polite is rude. Ask: How do you feel when
someone is rude to you?
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Steps 3 and 4:
Encourage pupils to
keep going with
dialogue and help them
with gestures, smiles or
by giving them prompts
Choose pupils to ask you a question requesting permission. Can I…? or Is it ok if
I …? Respond politely when you refuse permission. Pupils in pairs take turns to ask
partner for permission to borrow something. Partner gives or refuses permission.
Ask: Did your partner refuse politely? Choose pairs to ask and answer.
Note pupils who keep interaction going in dialogues well and those who are hesitant.
Post-lesson
6. Pupils in small groups take turns to say something one of their family members
can do and something they can’t do. Explain they can look at Activity 4 for ideas.
103
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 67 (Reading 12)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Science and
Technology
LANGUAGE/GRAMMAR FOCUS: Modal auxiliary verbs:
can and can’t for ability
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.3
3.3.1
Read
independently for
information and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
Complementary
Skill
Complementary
Skill
Listening
1. Write on board ‘I can tell you’ and explain this the title of a song. Pupils do
Teacher’s Book p.131 Warm up.
Lesson delivery
2. Pupils in pairs do p.117, Activity 1, CD3.34. Follow instructions Teacher’s Book
p.131 Exercise 1, but before playing the song, ask pupils to cover the song in their
books with a piece of paper so they don’t read. After pupils listen to song, write on
board: bird, mammal, reptile. Pupils in pairs decide which group of animals a lion,
tortoise, parrot, mouse, hedgehog, dolphin and tiger belong to. Ask: Is a starfish a
fish? (No. It’s an echinoderm. – same word in Malay - It has no backbone.)
3. Pupils read verbs in box in Activity 2. Ask: Can you remember when you learned
these words? (U3 Animal skills quiz). Play CD3.34 again. Pupils read and listen to
the song then write verbs in gaps in song. Check answers. Play song again so
pupils can listen and sing.
Listening
1.2.1
4. Pre-teach ‘shell’, ‘far’. Pupils do Activity 3 individually then compare answers in
pairs. Check answers.
1.2
Understand with
support the main
idea of longer
simple texts on a
range of familiar
topics
5. Read aloud sentences 1 and 2 in Activity 3. Ask: What adjectives are there in the
sentences? (biggest, tallest). Elicit examples of different superlatives to describe
animals e.g. longest, smallest fastest, slowest. Pupils in pairs write three questions
with superlative adjectives. Say they must know the answers. They swap with
another pair and answer their questions. Choose pairs to read questions aloud.
Understand
meaning in a
variety of familiar
contexts
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.117
Teacher’s Book
p. 131
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 3: Tell pupils
who find reading long
texts hard to write
words in gaps 1, 3, 5
and 7. Play the song a
third time if necessary.
Note pupils who enjoy reading the song lyrics and listening to the music.
Post-lesson
6. Choose a post-lesson task from Section 3.
Primary Year 5 Scheme of Work
104
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 68 (Writing 12)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Language and
Science and Technology:
LANGUAGE/GRAMMAR FOCUS: Present simple tense
interrogatives: Is it (adjective)? Can it (verb)?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high-frequency
words accurately in
independent writing
Complementary
Skill
1.1
Recognise and
reproduce target
language sounds
Complementary
Skill
Listening
1.1.1
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
1. Brainstorm nouns, verbs and adjectives pupils remember from song, I Can Tell
You. Write on board.
Lesson delivery
2. Hand out worksheet to each pupil. They listen to the song again and write 3–5
nouns, verbs and adjectives they hear in the three worksheet columns. Play
CD3.34. When finished, pupils check spelling by looking at song words on p.117.
Ask for examples of words they didn’t spell correctly. Check spelling of gorilla,
ostriches, penguin, kilometre, dangerous, thousand, listen, weigh; beautiful, heavy.
Say these words are difficult for English pupils to spell.
3. Pupils look at song gap fill 1. Ask: Which word in the song has the same sound as
grow? (go). Explain these words rhyme and songs often have rhyming words. Pupils
find words to rhyme with: see (me), name (tame), frog (dog), tail (snail), drink (think),
bat (cat, rat, that) .
4. Read aloud first bullet point in Activity 4. Explain that after choosing an animal,
pupils write 6–8 questions with yes/no answers. Do an example using words in
speech bubbles. Say additional questions e.g. Can it fly? Is it colourful? Does it live
in hot countries? Choose an animal for pupils to identify. They ask you up to 8
questions. How many questions did pupils ask to identify your animal?
5. Pupils in pairs do Activity 4 and take turns to ask up to 8 questions about it.
Partner who asks keeps a tally of the number of questions he/she asks.
Post-lesson
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.117
Teacher’s Book
p.131
At Step 2:
Worksheet for
each pupil with
three columns
headed nouns,
verbs, adjectives
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 2, write words
that are difficult to spell
in a word bank on
board. Learners who
need support can then
copy them more easily
in the columns in
worksheet than trying
to find them in the
song.
At Step 3: Write
question starters on
board: Can it…? Is
it…? Does it…?
6. Choose a post-lesson task from Section 3.
Primary Year 5 Scheme of Work
105
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 69 (Language Arts 12)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship
LANGUAGE/GRAMMAR FOCUS: Reasoning (because)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
2.
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Teacher distributes pictures of the characters from the guidebook (page 85) in
random so that each pupil will receive a random picture of the character.
Each pupil has to provide or say any details that they remember about the
characters.
Lesson delivery
3.
4.
Complementary
Skill
Complementary
Skill
5.
Speaking
Speaking
6.
2.1
2.1.5
Communicate
simple information
intelligibly
Describe
people,
places and objects
using
suitable
statements
Teacher starts the discussion on the characters and their actions in the story.
Each pupil has to choose a character that they like the most and provide details
of the character (e.g. Joel – likes to eat ice cream, likes to read books, etc.).
Upon completion, pupils pair up with others who choose the same characters
that they like and ask them to come up with reasons why they like that
character (e.g. Joel likes pizza. I like Joel because I like pizza too.).
Teacher encourages pairs to provide reasons and share their reasons with the
rest of the class.
MATERIALS /
REFERENCES
And Something
Weird Happened
by
Pamela Rushby
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Short Stories
Page 85
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher allows pupils
to stay in the groups to
complete all the tasks.
(Strategy 2)
Post-lesson
7.
Pop quiz – teacher provides each pupil with short MCQ questions where pupils
choose the best answer.
E.g.:
Joel likes to eat ____________
(a) pizza
Primary Year 5 Scheme of Work
(b) Nasi Lemak
(c) spaghetti
106
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 70 (Language Awareness 4)
MAIN SKILL FOCUS: Teacher to complete
THEME: Teacher to complete
TOPIC: Wild Life
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 3
CONTENT
STANDARD
LEARNING
STANDARD
Language
Awareness
lessons should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking,
Reading or
Writing). Teachers
can use Year 5
Content and
Learning
Standards in
DSKP curriculum
document.
Language
Awareness lessons
should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking, Reading
or Writing).
Teachers can use
Year 5 Content and
Learning Standards
in DSKP curriculum
document.
LEARNING OUTLINE
Pre-lesson
1. Review language from Unit 3 with an activity from list of pre-lesson tasks.
Lesson delivery
2. Write on board ‘Stand in order’ and check pupils understand meaning. Pupils in
small groups do p.41, Activity 3. Follow the instructions in Teacher’s Book p.55
Exercise 3. Use L1 as necessary to explain the activity
3. Pupils in pairs do Activity 4. For pupils who need support to complete crossword,
write on board the 8 verbs and 1 noun in random order.
4. Write on board ‘What am I?’ Pupils do Activity 5. Fast finishers can write another
3 What am I? sets of words for a partner to identify a different animal.
Check answers after each activity. Ask: Which activity is the most fun to do? Which
Activity would you like to do again to review new language?
Note:

Plan further activities for this unit to develop language skills according to your
pupils’ needs.

You can use information about your pupils’ performance which you collected
using formative assessment strategies while teaching this unit.

The information could include your observation of pupils interacting in
classroom activities and their performance in written activities.

Plan activities which focus on language practice in a meaningful, fun and
communicative way.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3, 4, 5
p.41
Teacher’s Book
p.55
At Step 2: Paper
for each pupil to
write name of
animal in large
print
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Some pupils will need
support understanding
and completing the
self-assessment
worksheet. Pupils can
complete it in their own
language if necessary.
Post-lesson
5. Pupils think about their learning and performance in this unit. They complete a
self-assessment worksheet.
6. Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.
Primary Year 5 Scheme of Work
107
*How did I do in Unit 3?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
�
�
�
…talk about animals and their abilities
Great ____
OK ____
A little____
…use superlative adjectives to
describe animals
Great ____
OK ____
A little____
… ask and give permission to do
things
Great ____
OK ____
A little____
…plan and write a leaflet about an
endangered animal in my country
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
108
WEEK: __
Unit 4
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 71 (Listening 13)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Nouns: school subjects;
Adjective phrases: good at, great at, not good / great at
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.3
1.3.1
Use appropriate
listening
strategies in a
variety of contexts
Guess the meaning
of unfamiliar words
from clues provided
by other known
words
Complementary
Skill
Reading
3.3
Read
independently for
information and
enjoyment
Complementary
Skill
Reading
3.3.1
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
1. Pupils in pairs answer questions in Think! p.42. Follow instructions in Teacher’s
Book p.56.
Lesson delivery
2. Read aloud 5 or 6 definitions of school subjects in the box in Activity 1 e.g. In this
subject you draw and paint. Sometimes you make models; In this subject you do
calculations with numbers and money. Pupils guess the school subject from the box.
3. Explain pupils are going to listen to the school questions. They listen for ten
school subjects and guess the meaning of words they don’t know. Pupils do p.42
and 43 Activity 1, CD1.38. Follow instructions in Teacher’s Book p.56 Exercise 1.
4. Pupils do Activity 2. Pupils read questions again and think of answers. With a
partner, they answer questionnaire orally. Find out which pairs have same answers
to questions 1, 3, 4, 8. Explain answers are opinions. Write on board 2, 5, 6, 7, 9.
Check answers then say these are facts. Ask: Do you know the answer to 10?
Which questions are easy to answer, opinions or facts?
5. Pupils do Optional Activity: Vocabulary. Explain pupils are going to be creative.
Follow instructions on p.56 in Teacher’s Book. After drawing subject pictures, pupils
show them to a partner who identifies the subjects. Pupils then label their drawings.
CCE: Creativity and Innovation – Ask: Which subjects help you to think creatively?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1 and 2
p.42–43
Teacher’s Book
p. 56
Read Background
to schools in
England for own
information
At Step 2:
Definitions of 5 or
6 school subjects
to read aloud to
pupils.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
Some pupils will need
more time to answer
the quiz questions than
others. This may be
because they don’t
understand the
question; can’t
remember the English
words; are slower
thinkers or any
combination of these.
Note pupils who have difficulty understanding meaning of: organised, geography,
physical, economic when they’re listening to CD.
Post-lesson
6. Find out pupils’ three favourite subjects. Say a subject and pupils put hand up if
they like it. Do a tally on board. Ask: Which are the class’s top three favourite
subjects?
Primary Year 5 Scheme of Work
109
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 72 (Speaking 13)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Verbs: study, enjoy,
prefer; Adjectives: strict, organized.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Do Pre-lesson Task 1: ABCs. See Section 3. Say letters for school subjects.
Speaking
Speaking
Lesson delivery
2.1
2.1.1
Communicate
simple information
intelligibly
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
Writing
Writing
4.2
4.2.1
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
Primary Year 5 Scheme of Work
2. Pupils do p.43, Activity 3, CD 1.39. Explain an interviewer talks to five students.
Pre-teach ‘strict’ and ‘definitely’. Follow the instructions in Teacher’s Book p.57
Exercise 3. Write on board: 1) ‘Which day do you like best and why’? 2) ‘Which
language do you prefer and why?’ Pupils in pairs ask partner. Remind pupils to use
‘because’ for giving a reason.
3. Write questions on board: 1) ‘Who thinks she is a genius?’) 2) ‘Who has a strict
teacher?’ 3) ‘Who enjoys French?’ 4) ‘Who thinks Thursday is the worst day?’.
Pupils discuss answers in pairs before listening again. Answers: 1) Georgia 2)
Sophie 3) Lydia 4) Lewis
4. Pupils do Activity 4, CD1.39. Follow the instructions in Teacher’s Book p.57
Exercise 4.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3–5
p.43
Teacher’s Book
p.57
At Step 6: Paper
for groups to
create a timetable.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 3: It can help
some pupils to print out
the dialogues then after
listening, they can read
the texts to check
answers.
5. Pupils in pairs do Activity 5, Use It! Follow instructions in Teacher’s Book p.57
Exercise 5. Pupils should tell their partner their sentences after writing.
Note how well pupils give information about school subjects.
Post-lesson
6. Pupils in small groups agree on the subjects they’d like to have on a special
school day. They make a timetable for the day and compare with another group.
110
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 73 (Reading 13)
MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Nouns: types of school –
primary, secondary, private, public, boarding
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Brainstorm school subjects on board. Pupils answer Think! question, top of p.44.
Reading
Reading
Lesson delivery
3.2
3.2.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information and
details of two
paragraphs or more
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1.2
2.1
Find out about and
describe
experiences up to
now
Communicate
simple information
intelligibly
2. Pupils look at four photos on p.44. Elicit something from each photo e.g. boat,
uniform, eyes closed, dancing. Write on board China, Britain, Bangladesh, Ireland.
Point to countries on world map. Pupils predict which country the school photo is
from. They read and listen to each text CD1.40. Pause CD after text and check if
prediction is correct.
3. Explain the difference between primary, secondary, private (parents pay), public
and boarding schools (pupils sleep there). Pupils answer questions in Activity 1.
4. Pupils do Activity 2. Follow instructions in Teacher’s Book p.58 Exercise 2.
Explain that people can like or not like topics they write about. Writers show their
opinions. Pupils look at the boat school and secondary school texts again and find
words to show if the writer likes or doesn’t like the school. (boat school: It’s a great
idea. Secondary: it’s a lot of fun.)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2, 4
p.44
Teacher’s Book
p.58
At Step 2: World
map to show on
board.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
At Step 2: After each
text praise pupils who
find reading them hard.
Say it’s good to keep
trying even when they
don’t understand every
word.
5. In pairs, pupils do Activity 4, Use It! Follow instructions in Teacher’s Book p.58
Exercise 4. Ask: What positive things would you write about your school. What
would your photo show?
CCE: Values – Ask pupils why it’s important to be proud of their school.
Note pupils slow at reading texts and note which texts they lose interest in reading.
Post-lesson
6. See Section 3 Post-lesson Task 10: What about You?
Primary Year 5 Scheme of Work
111
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 74 (Writing 13)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present continuous tense
affirmative and negative
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Write on board ‘Schools around the world’. Do warm-up in Teacher’s Book p.59.
Writing
Writing
Lesson delivery
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high-frequency
words accurately in
independent writing
Complementary
Skill
Listening
1.3
Use appropriate
listening
strategies in a
variety of contexts
Complementary
Skill
Listening
1.3.1
Guess the meaning
of unfamiliar words
from clues provided
by other known
words
Primary Year 5 Scheme of Work
2. Pupils do Activity 1. Explain sentences are from the boat school, the Chinese
primary school and the secondary school in Ireland. Ask: Which text has ‘They’re
walking to a lesson?’ (boarding school text) Read rules aloud to class.
3. Pupils do Activity 2. Follow instructions in Teacher’s Book p.59 Exercise 2. Hold
up 6 verb flashcards one by one. Pupils tell you which rule to use 1, 2 or 3.
Ask: Which rule is the easiest for spelling verbs +-ing? Which rule is the hardest?
4. Pupils do Activity 3, CD1.41. Follow the instructions in Teacher’s Book p.59
Exercise 3 but don’t check meaning of: run, park, mosquito, instrument, dinner.
Pupils guess these from sounds on the CD. Ask: Which meal are the men eating?
How do you know the boy is watching TV? Which instrument is the girl playing?
5. In pairs, pupils take turns to mime one of the sentences in Activity 3. Partners
identify the action. Choose pupils to mime a sentence in front of class. Pupils
watching say sentence 1–6 in Activity 3 to describe the mime.
Note how well pupils understood the spelling rules and wrote the verbs accurately.
Post-lesson
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.45
Teacher’s Book
p.59
At Step 3:
Flashcards with
walk, skate, run,
sing, dance, swim
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
For pupils who find
spelling hard, provide
examples of verbs and
-ing forms on paper.
Help them to notice the
rule by underlining the
final e in one colour
and the final vowel +
consonant in another
colour.
6. What’s he/she doing? Choose pupils to go to front of class and mime an action.
Say don’t do actions in Activity 3. In pairs, pupils write down what pupil is doing and
hold up their sentence. How many pairs are correct? How many can spell the verbs
accurately?
112
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 3)
LESSON: 75 (Language Arts 13)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: And Something Weird Happened
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Creative writing
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
2.
5.3
Express
imaginative
response
literary texts
an
to
5.3.1
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Complementary
Skill
Complementary
Skill
Writing
Writing
4.3
Communicate
with appropriate
language
form
and style for a
range of purposes
in print and digital
media
4.3.3
Produce a plan or
draft of one or two
paragraphs for a
familiar topic and
modify
this
appropriately
in
response
to
feedback
Primary Year 5 Scheme of Work
Each pupil has to provide an event that they remember from the story.
The pupils will retell an event. Then, the second pupil has to retell the first pupil
event and add another event from the story. Then, the third pupils will start a
new by telling one event. [Pre-Lesson Task 9 – Memory Chain]
Lesson delivery
3.
4.
Teacher writes “My version of Joel’s holiday” on the board.
Pupils pair up and teacher follows Step 1 to Step 6 (Activity 1: Writer block –
making up) from the guidebook.
Post-lesson
5.
Teacher provides colour papers for the pairs to produce a small booklet (based
on their creativity) and transfers their version of Joel’s holiday into the booklet.
MATERIALS /
REFERENCES
And Something
Weird Happened
by
Pamela Rushby
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Short Stories
Page 121 – 124
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Pupils
who
face
difficulty can do the
task in the larger group
with
teacher’s
assistance.
(Strategy 2)
113
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 76 (Consolidation 7)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Present continuous tense
affirmative and negative
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.4
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Speaking
2.2
Use appropriate
communication
strategies
Complementary
Skill
Speaking
2.2.1
Keep interaction
going in short
exchanges by
asking suitable
questions
1. Hold up English Plus 1 book. Point to two photos on cover: Ask: What are they
doing? What’s she doing? Pupils respond in sentences. In pairs they find a photo
from Units 1–3 and ask partner: What’s he/she doing? What are they doing?
Lesson delivery
2. Pupils do Activity 4. Follow instructions in Teacher’s Book p.59 Exercise 4.
3. Pupils look at picture A again. In pairs, they take turns to say a true and a false
statement using present continuous tense. Give examples: The boy is writing. (True)
The girl is looking at the birds. (False) Choose pupils to say their true and false
sentences to whole class.
4. Pupils in pairs do Activity 5. Write on board: 1) ‘Do you want to…’ 2) ‘Oh, sorry, I
can’t at the moment.’ 3) ‘I’m…’ Chose two pupils to read speech bubbles aloud.
Explain they use words in box and words on board to invent their dialogues. Choose
pairs to say dialogues aloud. Explain that when you invent something, you’re being
creative.
CCE – Creativity and Innovation – Ask pupils why it’s important to be a creative
thinker.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4 and 5
p.45
Teacher’s Book
p. 59
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 3: Encourage
more proficient pupils
to say three longer true
and false statements
with a conjunction e.g.
The teacher is sitting in
his chair and reading a
book. The pupils are
sitting but the teacher is
standing up.
5. Pupils look at words in box below Use It! again. Choose pupils to write the verbs
with -ing on board. Elicit the three spelling rules for each verb.
Note pupils who use present continuous accurately when describing people and
their actions.
Post-lesson
6. Pupils in small groups do Finished? Remind pupils of verbs they can use e.g.
speak, listen, read, write, think, use, make, sit, stand, climb, wear.
Primary Year 5 Scheme of Work
114
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 77 (Listening 14)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Questions: Do you +
verb, Do you usually/ever..? Verbs: concentrate, revise
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.5
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported questions
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.2
Understand with
support specific
information and
details of longer
simple texts on a
range of familiar
subjects
1. Pupils answer questions in Think! at top of p.46. Follow instructions in
Teacher’s Book p.60.
Lesson delivery
2. Pupils do Activity 1, CD1.42. Explain that some pictures have more than one
answer e.g. 1 e, b; 3 g, i; 5 a, c, h; 6 b, d, g, i; 8 b, d, g; 10 b, d, g, i.
3. Pupils in pairs do Activity 2. After answering, pupils add points for each yes
answer and find out what the key says about their score. Check they
understand the vocabulary in the key. Ask: Do you think the key is true or false
for your score?
4. Pupils look at quiz questions again. Choose a few questions and ask: ‘Who
answered ‘no’? and then explain why it is helpful for learning English.
5. Pupils look at the three photos in Activity 3. Explain that Mario is a footballer,
Mark and Peter are policemen in London, Hannah is a student. Pupils do
Activity 3, CD1.43. Follow instructions in Teacher’s Book p.60 Exercise 3. Find
out which other language pupils would like to learn from those in the box. Do a
tally on the board. Which other language is the most popular?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2 and 3
p.46
Teacher’s Book p.60
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 2: Some pupils
will need much longer
to answer the questions
after listening to them.
Fast finishers can think
of another question for
the quiz about
language learning.
Note pupils who find it hard to answer questions in the quiz and to listen for
specific information.
Post-lesson
6. Choose a post-lesson task from Section 3.
Primary Year 5 Scheme of Work
115
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 78 (Speaking 14)
MAIN SKILL FOCUS: Speaking
THEME: World of self, family and friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative and negative; Auxiliary verbs do and don’t.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.2
Communicate
simple information
intelligibly
Find out about and
describe
experiences up to
now
Complementary
Skill
Speaking
2.2
Use appropriate
communication
strategies
Complementary
Skill
Speaking
2.2.1
Keep interaction
going in short
exchanges by
asking suitable
questions.
1. Pupils look at drawings of children learning a language on p.46 again. In
pairs, they choose three and say what the girl or boy is doing. Give an
example: In picture ‘h’ the girl is saying the alphabet. Explain these are called
learning strategies. How many strategies can they remember?
Lesson delivery
2. Pupils do Activity 5. Follow the instructions in Teacher’s Book p.60
Exercise 5. Hand out worksheet for each pupil to complete. Read the two
headings with do and don’t. Find out how many pupils have more positive
than negative strategies. Explain it’s important to think about how you learn
and to share learning strategies with others when doing group work.
3. Explain why it’s helpful to do the things they don’t do e.g. When you know
the alphabet, you feel good about spelling words. When you say a new word
out loud and write it down, you can remember it better.
4. Pupils in pairs do Activity 6, Use it! Follow instructions in Teacher’s Book
p.60 Exercise 6. Tell pupils to ask partner: What do you do? When telling the
class about their partner’s strategies, pupils with partners who have more
positive or more negative answers say two things they do or don’t do using
‘and’. Pupils with partners who have the same number of things say:
He/She… but he/she doesn’t…
MATERIALS /
REFERENCES
English Plus 1
Student’s Book p.46
Activities 5 and 6
Teacher’s Book
p.60
At Step 2: Worksheet
with table: two columns
and 10 rows. Head the
columns I do these things
/ I don’t do these things.
It is unlikely pupils will
need 10 rows unless they
do everything or nothing
in the quiz.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 2: Set some
pupils the task of
writing only 3 strategies
they do and don’t do in
table. Set more
proficient pupils all 10
strategies to record in
table.
CCE – Values – Ask pupils why they think it’s important to be positive about
learning.
Note how well pupils can describe language learning strategies they use.
Post-lesson
5. Choose a post-lesson task from Section 3.
Primary Year 5 Scheme of Work
116
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 79 (Reading 14)
MAIN SKILL FOCUS: Reading
THEME: World of self, family and friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present continuous and
simple tenses
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.3
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Complementary
Skill
Writing
4.2
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Complementary
Skill
Writing
4.2.4
Describe people,
places and objects
using suitable
statements
Primary Year 5 Scheme of Work
1. Do Pre-lesson Task 12: Word Salad. Use sentences 1–3 in Activity 1 p.47. Write
each word on a card for groups of pupils to reorder.
Lesson delivery
2. Pupils do Activity 1. Follow instructions in Teacher’s Book p.61 Exercise 1. Pupils
then write the question and answers changing pronouns and verb forms.
3. Pupils do Activity 2. Follow instructions in Teacher’s Book p.61 Exercise 2. Pupils
in pairs find a different photo from Units 1–3. They ask partner a question about it.
Write gap-fill sentence on board as model. e.g. ‘Is the boy/girl/animal on page xx __ing ___?’ Check pupils can understand words from clues in photos and titles.
4. Pupils in pairs do Activity 3. Elicit questions from pupils first. Explain if they don’t
know an answer be polite and say I’m sorry/ I’m afraid I don’t know. Write this on
board. Choose pupils to ask and answer some questions in front of the class.
5. Pupils do Activity 4. Follow instructions in Teacher’s Book p.61 Exercise 4, but
have pupils draw the table in their notebooks. Ask: Which words come after We, I,
They? (sometimes, usually, always) Which words are at the end of sentences?
(today, at the moment, now)
Note pupils who need help to understand meaning of words and those who use
clues to help them.
Post-lesson
6. Hand out flashcards to pupils in groups of six. Pupils take one card each and
describe something they’re doing or something they do using word or words on
card. Choose pupils from different groups to say sentences. When they say the
word on flashcard, they hold it up.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.47
Teacher’s Book
p.61
At Step 1: Sets of
cards with words
from each
sentence in
Activity 1 for
groups of pupils to
reorder
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Steps 3 and 5 some
pupils may not
remember all the
vocabulary. Help them
with gestures, prompts
and visuals.
At Step 6:
Flashcards for
each group with
‘sometimes’,
‘usually’, ‘always’,
‘today’, ‘at the
moment’, ‘now’,
on each card
117
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 80 (Writing 14)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present continuous and
simple tenses
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.4
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Speaking
2.2
Use appropriate
communication
strategies
Complementary
Skill
Speaking
2.2.2
Agree on a set of
basic steps needed
to complete short
classroom tasks
1. See Section 3, Pre-lesson Task 6: Finger Writing. Use 5 words from p.47, Activity
5 but change order so easier words are first (play, speak, chat, relax, practise).
Lesson delivery
2. Write ‘present simple’ and ‘present continuous’ on board. Say sentences with the
tenses. Pupils put up left hand for simple, right hand for continuous. Pupils do
Activity 5. After each text, they compare answers with a partner. Check answers
after each text. Ask after each text: Which word tells you the verb is present
continuous? (2. At the moment 4. Today 5. now) What skill is the woman/man
practising? (music skills, basketball skills, language skills)
3. Pupils in groups of three agree on which text, Charlotte, Pat or Melanie, they will
read aloud to the others – a different text each. They also prepare a question about
their text to ask the others and agree on who will be first second and third to read
and ask their question.
4. Pupils do Activity 6, Use it!. Explain that pupils have to imagine they are a ‘lottery
winner’ – check understanding. Follow instructions in Teacher’s Book p.61 Exercise
6.
CCE – Values – Ask pupils if they think it’s important to imagine how other people
live.
5. Pupils in pairs do Finished? They find two or three photos to write questions
about. They write page numbers after questions and give to partner to answer.
Choose pupils to say the photo, page number, question and answer.
Note how well pupils ask about and describe people using the two present tenses.
Post-lesson
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 5 and 6
p.47
Teacher’s Book
p.61
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 2: Pair some
mixed-ability pupils
together. As an
example, more
proficient pupils can
write verbs for
Charlotte then together
they write verbs for Pat
and Melanie.
At Step 3: Monitor
pupils as they agree on
the text they will read
and the order they will
read and ask their
question. Also check
the questions they will
ask.
6. See Section 3, Pre-lesson Task 9: Memory Chain. Use the sentence: I looked in
the book and found a photo of a/an/some ___.
Primary Year 5 Scheme of Work
118
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 81 (Language Arts 14)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Miss Antrobus
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Verbs to display a degree
of liking (hate, dislike, like and love)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Lesson delivery
Complementary
Skill
Complementary
Skill
4.
Reading
Reading
3.2
3.2.2
Understand
a
variety of linear
and
non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information
and
details
of
two
paragraphs or more
Primary Year 5 Scheme of Work
2.
3.
5.
Teacher provides a letter and pupils have to come up with a word that starts
with that letter related to a topic (sea creatures e.g. w – whale, …, o - octopus)
[Pre-Lesson Task 1 – ABCs]
Teacher divides the class into two big groups and conducts line reading where
the groups read each line alternately.
Pupils pair up and teacher prompts them to think of the reasons why Miss
Antrobus loves her octopus.
Each pair makes a mind map to list the reasons and arranges them according
to their preferences (hate, dislike, like, and love).
Pupils will have to come up with their own reasons why they say so.
Post-lesson
6.
Pupils reflect whether they want the octopus as a pet like Miss Antrobus and
why. [Post-lesson Task 10: What about you]
MATERIALS /
REFERENCES
Anthology of
Poems
Page 16
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
love
like
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher allows pupils
to form bigger group if
they cannot find or form
their own reasons.
(Strategy 2)
dislike
hate
119
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 82 (Consolidation 8)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Present continuous and
simple tenses
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Choose a pre-lesson task from Section 3.
Writing
Writing
Lesson delivery
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high frequency
words accurately in
independent writing
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.3
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Primary Year 5 Scheme of Work
2. Say affirmative and negative sentences about you and/or pupils using present
continuous tense e.g. I’m talking to you. I’m not writing on the board. You’re learning
English. You’re not doing maths. Elicit examples from pupils about what they are
and aren’t doing. Encourage pupils to give creative examples with language from
the unit e.g. I’m not studying on a boat school. I’m not doing a Malaysian dance.
CCE – Creativity – find out if pupils think it’s easier or harder to imagine negative
actions
3. Pupils do p.50, Activity 3. Follow instructions in Teacher’s Book p.64 Exercise 3.
Pupils write an affirmative and negative sentence about themselves.
4. Write on board: ‘Yes, I am’, ‘No, I’m not’, ‘Yes, we/they are’, ‘No, we’re/they’re
not’, ‘Yes, he/she is’, ‘No, he/she isn’t’. Ask questions with present continuous forms
e.g. Am I teaching you science? Are you listening to music? Is he/she…? Are
they…? Pupils do Activity 4. In pairs, they compare sentences. Check answers.
5. Pupils do Activity 5. Remind pupils to use present continuous with now, today,
tonight and at the moment. Check answers. Ask: Which sentences are hard to do?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3–5
p.50
p.51 Activity 2
Teacher’s Book
p.64 and p.65
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 5: Some pupils
will need help to
choose correct verb
forms. Sit them
together and support
the pupils to do the task
or write a simpler task
for them.
Note pupils who have difficulty deciding which tense to use in Activity 5.
Post-lesson
Follow instructions in Teacher’s Book p.65 Exercise 2 – pupils in pairs play the
game rock, paper, scissors.
120
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 83 (Listening 15)
MAIN SKILL FOCUS: Listening
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Pronunciation of long and
short vowels, diphthongs, voiced and unvoiced consonants
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.1
1.1.1
Recognise and
reproduce target
language sounds
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
Complementary
Skill
Speaking
2.2
Use appropriate
communication
strategies
Complementary
Skill
Speaking
2.2.1
Keep interaction
going in short
exchanges by
asking suitable
questions
Primary Year 5 Scheme of Work
1. Pupils do Think! question at top of p.48. Also ask: Who can help you if you can’t
remember a word?
Lesson delivery
2. Pupils do Activity 1, CD1.44. Follow instructions in Teacher’s Book p.62 Exercise
1. Find out words that pupils find hard to remember and write on board.
3. Pupils do Optional Activity: Speaking CD1.44. Follow instructions in Teacher’s
Book p.62. After listening to dialogue, pairs read it aloud. Choose pairs to repeat to
class. Ask: Does their intonation sound the same as on the recording?
4. Write on board: ‘A, B, C/a, b, c’. Ask: What’s the difference between the letters?
(A, B, C are capital letters; a, b, c, are small letters; we pronounce them differently).
Ask: When do you use capital letters? (start of names, places, days, months, new
sentences)
5. Pupils do Activity 2, CD1.45. Follow the instructions in Teacher’s Book p.62
Exercise 2. Ask some pupils to spell their first name. Write on board using capital
letters. Pupils spell their name to partner. Find out if any pairs have same letters in
their names.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1 and 2
p.48
Teacher’s Book
p.62
At Step 6: 8
pieces of paper
for pairs to write a
letter of alphabet
on each piece.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Steps 4 and 5:
Expect more proficient
pupils to know sounds
of capital letters well
and to be able to
recognise their sounds
Note how well pupils pronounce letters of the alphabet and how well they can
identify their sounds.
Post-lesson
6. Hand out eight pieces of paper to pairs of pupils. They write one letter on each
paper: A, E, I, O, U, S, C, Q. Call out a letter. They take turns to hold it up. Repeat
but change order of letters and say them more quickly. Did pairs get better at
pronouncing letters?
121
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 84 (Speaking 15)
MAIN SKILL FOCUS: Speaking
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Interrogatives: How do
you say / spell…? Can you help me with…? Can you say that
again, please?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.5
Communicate
simple information
intelligibly
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.4
Understand a
sequence of
supported
classroom
instructions
1. Say the letter of first name of one or more pupils. Pupil(s) stand up if letter starts
their name. Repeat. Ask: Which letters don’t start any pupils’ names? Write on
board.
Lesson delivery
2. Pupils do p.48, Activity 3. Follow instructions in Teacher’s Book p.62 Exercise 3.
Ask: Who has a double letter in their name? What is the letter? (if nobody has
double letter in first name, ask about family name)
3. Pupils do Activity 4. Model the language in the speech bubbles with the class first.
Then, they choose 2 or 3 school subjects to ask partner to translate and spell. Tell
them to look at p.42 for subject names.
4. Pupils in pairs do Activity 5, Use It! They use the model dialogue and language
from the dialogue in Activity 1 from Lesson 83. Choose pairs to say their dialogue
aloud.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3–5
p.48
Optional Activity, if
time
Teacher’s Book
p.62
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 4: Allow some
pairs more time to
complete replies in
dialogue. Help them to
notice words Jasmine
uses in dialogue
Activity 1.
5. Do Optional Activity: Speaking. Follow instructions in Teacher’s Book p.62. Make
sure pupils know the correct spelling of the city or country they ask their partner to
spell.
Note pupils who are confident saying the two dialogues aloud and those who are
unsure of what to say.
Post-lesson
6. See Pre-lesson Task 9: Memory Chain.
Primary Year 5 Scheme of Work
122
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 85 (Reading 15)
MAIN SKILL FOCUS: Reading
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language and
ICT
LANGUAGE/GRAMMAR FOCUS: Nouns: exchange
programme, centre, break, woodwork; Adjectives: mediumsized, compulsory, optional; Conjunction: so
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Pupils answer question in Think! Follow instructions in Teacher’s Book p.63.
Reading
Reading
Lesson delivery
3.2
3.2.1
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand the
main idea of simple
texts of two
paragraphs or more
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
Complementary
Skill
Speaking
2.1.1
Give detailed
information about
themselves
2. Pre-teach: exchange programme (when pupils go to a school in another country
and live with a family, then pupils from that school visit your school and live with
your family), medium-sized, compulsory (something you have to do), optional
(something you can choose) woodwork (subject for making objects from wood).
3. Pupils do p.49 Activity 1. Follow instructions in Teacher’s Book p.63 Exercise 1.
4. Pupils do Activity 2 then compare with a partner. Check answers with class.
Explain that to put a photo of the class in an email, you upload it from your computer
to the internet. When you send a class photo to a friend’s phone, you’re uploading it.
5. Pupils in pairs take turns to say Key Phrases 2, 3, 4 about their school to partner.
Choose pupils to say their sentences to whole class. Ask: Is the information correct?
6. Write on board this sentence from text: I like languages so I study French and
Spanish. Explain ‘so’ is a conjunction. It gives a reason. Pupils do Activity 3. Follow
instructions in Teacher’s Book p.63 Exercise 3. Write on board: 1) ‘I haven’t got an
exam, so I can …’; 2) ‘I love learning English, so I…’ Pupils finish the two sentence
starters orally in pairs.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2 and
3
p.49
Teacher’s Book
p.63
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 3: Some pupils
will have difficulty
reading and
understanding the
email. Support them by
reading it aloud to them
when sitting in a group
Note how well pupils understand the main idea in the email without support.
Post-lesson
7. See Post-lesson Task 1: Spot the Differences in Section 3. Pupils spot
differences in sentences in the email.
Primary Year 5 Scheme of Work
123
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 86 (Writing 15)
MAIN SKILL FOCUS: Writing
THEME: World of Self, Family and Friends
TOPIC: Learning World
CROSS-CURRICULAR ELEMENT: Language and
ICT
LANGUAGE/GRAMMAR FOCUS: Present continuous and
simple tenses; Conjunction: so; Such as, for example, like
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Produce a plan or
draft of one or two
paragraphs for a
familiar topic and
modify this
appropriately in
response to
feedback
2. Pupils read email at top of p.49 again. Ask: Who is the writer? (Danny) Who is he
writing to? (Ela) What’s at the start and end of the email? (Hi / Write soon.).
Complementary
Skill
C. Paragraph 1 I’m happy about…; Paragraph 2 size of school, old or new;
Paragraph 3 school subjects and timetable; Paragraph 4 description of photo
Find out who has 3–5 smiley faces and who has more than 5.
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Reading
3.2.2
Understand specific
information and
details of simple
longer texts
Primary Year 5 Scheme of Work
1. Brainstorm pupils’ ideas about what they would write in an email to a pupil in a
school in Britain. Write ideas on board. Give prompts e.g. subjects, school day,
family, hobbies.
Lesson delivery
3. Tell pupils they are going to write an email to a pupil from another country. They
do Activity 4, Use It! Follow instructions in Teacher’s Book p.63 Exercise 4.
4. In pairs, pupils read partner’s email and draw a smiley face for:
A. writing name of visitor at start and name of writer at end
B. writing information about school – where it is, times of break, snack and lunch
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3 and 4
p.49
Teacher’s Book
p.63
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
For pupils who will find
it hard to write a long
email, tell them they
don’t need to write
Paragraph 4.
Post-lesson
5. Pupils think about their learning and performance in this unit. They complete selfassessment worksheet (see end of Unit 4).
Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.
124
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 4)
LESSON: 87 (Language Arts 15)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Miss Antrobus
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship
LANGUAGE/GRAMMAR FOCUS: Reasoning (the use of
because)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3
Express
imaginative
response
literary texts
an
to
5.3.1
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Complementary
Skill
Complementary
Skill
Writing
Writing
4.3
Communicate
with appropriate
language
form
and style for a
range of purposes
in print and digital
media
4.3.3
Produce a plan or
draft of one or two
paragraphs for a
familiar topic and
modify
this
appropriately
in
response
to
feedback
Primary Year 5 Scheme of Work
Teacher reads a sentence based the poem and pupils will stand if the sentence
is correct or they will sit down if the sentence is false (e.g. Miss Antrobus has a
pet cat – sit down as the statement is false). [Pre-lesson Task 5 – Sit down
Stand up]
Lesson delivery
2.
3.
Follow Step 1 until Step 4 (Activity 5) from the guidebook.
Note: Pupils of lower proficiency can write acrostic poem instead (e.g. C –
Cute, A – Adorable, T – Tame as in cat).
Teacher provides assistance when needed.
Post-lesson
3.
Prepare an illustration for their newly adapted poem.
MATERIALS /
REFERENCES
Anthology of
Poems
Page 16
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
Activity 5
Page 101
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher differentiates
the
outcomes
by
providing option on the
product either a full
poem, a stanza, or an
acrostic poem.
(Strategy 3)
125
WEEK:
__
SCHEME OF WORK: Project-based Lesson (Unit 4)
LESSON: 88 (Project 1)
MAIN SKILL FOCUS: Project-Based Learning
THEME: Teacher to select
TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select
LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
Teachers to select
an appropriate
main skill and
complementary
skill based on the
needs and
interest of the
pupils.
Teachers to select
an appropriate main
skill and
complementary skill
based on the needs
and interest of the
pupils.
Primary Year 5 Scheme of Work
LEARNING OUTLINE
Teachers will need to develop their own lessons based on topic/themes and
resources that they select. Ideas for projects should be based on the needs and
interests of the pupils.
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teacher to select
their own
materials
For differentiation
strategies, please refer
to the provided list of
differentiation
strategies and select
appropriate
strategy/strategies
based on the needs of
the pupils.
126
How did I do in Unit 4?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
�
�
�
…talk about school and school
subjects
Great ____
OK ____
A little____
…identify a writer’s opinion
Great ____
OK ____
A little____
…talk about things happening now and
what people are doing now
Great ____
OK ____
A little____
…plan and write an email
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
127
WEEK: __
Unit 5
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 89 (Listening 16)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Science and Technology
LANGUAGE/GRAMMAR FOCUS: I like… I quite / really
like... I don’t mind… I don’t like… I really don’t like… I hate…
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.1
Understand
meaning in a
variety of familiar
texts
Understand with
support the main
idea of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Listening
1.1
Recognise and
reproduce target
language sounds
Complementary
Skill
Listening
1.1.1
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
1. Pupils answer Think! question, top of Student’s Book p.52. Follow instructions in
Teacher’s Book p.66.
Lesson delivery
2. Activity 1, CD2.02: Explain meaning of: vegetarian, vending machine, fizzy drink.
Follow instructions in Teacher’s Book p.66 Exercise 1. Ask: What helps you to
understand the texts? (photos, key words in bold)
3. Pupils do Activity 2. Follow instructions in Teacher’s Book p.66 Exercise 2.
Ask: Why is it helpful to organise topic vocabulary in a word web? (to remember it,
to understand how to group words, to make links between new vocabulary)
CCE – Science and Technology – Draw the word web on board but change snacks
to carbohydrates. Explain that food with carbohydrates gives us energy e.g.
potatoes and bread. Pupils find how often rice, pasta, chips are in the text (2, 3, 3
times). Explain the importance of eating something from each category of food but in
different amounts. Ask: Which food / drink is the heathiest? (fruit, vegetables, water).
4. Pupils do Activity 3, CD2.03. Follow the instructions in Teacher’s Book p.67
Exercise 3. Can they think of some more food words with short /i/ and long /i:/
sounds? (milk, peach, peas). Ask: Where is the short /i/ in biscuit, olive and apricot?
5. Pupils do Optional Activity: Vocabulary. Follow instructions for first Optional
Activity: Vocabulary in Teacher’s Book p.66.
Note how well pupils understand the texts about food.
Post-lesson
See instructions in Post-lesson Task 6: Make a Word Ladder. Use the topic of food.
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2, 3
p.52 and 53
Teacher’s Book
p.66
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 2: Some pupils
may need you to pause
the CD after each text.
They may also find it
hard to concentrate on
listening to all 9 texts.
Note: At Step 3 draw
pupils’ attention to the
word ‘carbohydrates’.
Ask: what is different
about the spelling in
English and Malay?
(c in English, k in
Malay; y in English, i in
Malay)
128
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 90 (Speaking 16)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Science and Technology
LANGUAGE/GRAMMAR FOCUS: I like… I quite / really
like... I don’t mind… I don’t like… I really don’t like… I hate
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Complementary
Skill
Writing
4.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Complementary
Skill
Writing
4.3.1
Use capital letters,
full stops, commas
in lists and question
marks in
independent writing
at discourse level
1. Brainstorm food items from previous lesson. Write on board and pupils put one
hand up if they like the food, two hands if they really like it.
Lesson delivery
2. Pupils do Activity 4, CD2.04. Hand out worksheet for each pupil to complete.
Explain they write in the table the food that the four students like. Follow instructions
in Teacher’s Book p.67 Exercise 4.
CCE – Science and Technology– Pupils look at list of food in table again. Ask:
Which food is good for your health? (chicken salad, fish, vegetable soup). Explain
food made from milk is called ‘dairy’. Ask: Which food is made from milk? (cheese).
3. Pupils do Activity 5, CD2.04. Follow the instructions in Teacher’s Book p.67
Exercise 5. Pupils read ‘School Food’ texts again. They find the person who doesn’t
like vegetables; (girl from UK); who really likes pasta, chicken pieces and water (girl
from Spain).
4. Pupils in pairs do Activity 6, Use it!. Follow instructions in Teacher’s Book p.67
Exercise 6.
5. Pupils do Finished? Divide class into two halves, A and B. Pupils in A write a
perfect school lunch; pupils in B write a horrible school lunch. When finished they
find a partner from other half of class and compare lunches. Choose pairs to read
different types of lunch. Ask: Which is the most perfect and the most horrible?
Note how fluently pupils speak when describing likes and dislikes to each other.
Post-lesson
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4–6
p.52 and 53
Teacher’s Book
p.67
At Step 2:
Worksheet with
table for each
pupil. Draw table
with 4 rows and 2
columns with
headings:
Names;. Food.
Write names in
three rows of first
column (1: Lydia
and Sophie; 2:
Ben, 3: Georgia).
In second column
pupils write food
these people like.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 4: Some pupils
will take longer to
respond to questions
about food likes and
dislikes especially
when using the key
phrases: I quite like and
I don’t mind.
Do Post-lesson Task 9: What about Me? Choose food items and pupils ask about
your likes and dislikes.
Primary Year 5 Scheme of Work
129
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 91 (Reading 16)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Science and Technology
LANGUAGE/GRAMMAR FOCUS: Adjectives: healthy,
unhealthy, popular, typical; Nouns: lifestyle, vitamins, dessert
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.3
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
1. Write on board title of text p.54, The sports interview… Sumo Style. Pupils look at
the two photos on p.54. See instructions for Pre-lesson Task 8: Predict the Content
in Section 3.
Lesson delivery
2. Write on board: ‘healthy or unhealthy?’. Pupils do Activity 1. Follow instructions in
Teacher’s Book p.68 Exercise 1 Also ask: Do sumo wrestlers have a healthy or
unhealthy lifestyle? What’s in the special food they eat? (vitamins)
3. Pupils do Activity 2, CD2.05. Follow instructions p.68 Exercise 2 in Teacher’s
Book. Explain that in Activity 2 pupils summarised the interview. Check pupils
understand ‘Do they ever…? Ask: Do you ever eat different foods? What are they?
3.2.4
CCE – Science and Technology – Explain that vitamins keep us healthy, are in most
food we eat and that vitamins have letters. For example, vitamin A is in oranges,
green vegetables, carrots and milk. Vitamin A is good for our eyes. Give pupils the
handout. In pairs, they say which foods they eat and why they are good for them.
Use with support
familiar print and
digital resources to
check meaning
4. Write the blue words from text on board. Pupils do Activity 3 with a dictionary.
Follow instructions in Teacher’s Book p.68 Exercise 3. Also ask: What is another
meaning of train? (type of transport). What does enormous mean? (really big) What
desserts do you like? What’s a typical Malaysian dish?
Reading
5. Pupils do Optional Activity: Reading. Follow instructions p.68 in Teacher’s Book.
Note pupils who make an effort to guess the meaning of new words using photos
and topic words as clues.
Post-lesson
6. See instructions in Section 3 Post-lesson Task 3: Test my Friends.
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.54
Teacher’s Book
p.68
After Step 3: A
handout with table
showing 3 key
vitamins: A, B C;
examples of food
with vitamins A, B,
C; body part they
are good for:
A (carrots, eggs,
fish, milk - eyes,
skin)
B (meat, eggs
brown rice - skin,
body for energy);
C (oranges,
lemons, beans,
peas; for strong
teeth and bones).
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 2: Give pupils
who are slow readers
the four questions (a–d)
in Activity 1 written on
four separate pieces of
paper. Pupils can move
each question to match
1–4 in text. This helps
them to focus on the
text content without
having to remember the
questions.
NB: CCE – Say vitamin
has the same spelling
in English and Malay
but do they sound the
same?
130
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 92 (Writing 16)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Quantifiers: some, any,
many, much, a lot of
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.1
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Use capital letters,
full stops, commas
in lists and question
marks in
independent writing
at discourse level
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.4
Use with support
familiar print and
digital resources to
check meaning
1. Write on board the gap-fill sentences in Optional Activity: Vocabulary Plus – see
Teacher’s Book p.68. Pupils complete with five words from previous lesson.
MATERIALS /
REFERENCES
English Plus 1
2. Pupils in pairs do Activity 4, Use it! They decide if a wrestler’s life is interesting or
not then think of three reasons why it is or isn’t interesting. They write a paragraph
starting; ‘We think a wrestler’s life is…’; ‘That’s because…’, and give their three
reasons. Find out how many pairs think it’s interesting. Choose some pairs to read
their texts aloud.
Student’s Book
Activity 4
p.54
Activities 1–3
p.55 (pupils also
look at texts in
p.52 and 53
again)
CCE – Values – Ask pupils what makes someone’s life interesting. Give prompts
such as hobbies, family, things people collect, how people help others.
Teacher’s Book
p.68 and 69
Lesson delivery
3. Pupils do Activity 1. Follow instructions in Teacher’s Book p.69 Exercise 1 (texts
on p.52 and p.53 with the words: apple, juice – South Africa; egg – China and South
Africa; bread, pasta – India and Australia; NB sweet isn’t in text, sweets in USA,
water – USA, Spain, snack – USA)
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 2: Less
proficient pupils can
think of then write two
rather than three
reasons for the text
4. Pupils do Activity 2. Tell pupils to look at the food in the photos to check meaning
of words in the box. Follow instructions in Teacher’s Book p.69 Exercise 2. Explain
that the photo on the right is a famous painting. The painter made faces using fruit
and vegetables.
5. Pupils do Activity 3. They compare words with a partner. Check answers.
Note how well pupils wrote paragraph about the sumo wrestler and if they used
punctuation correctly.
Post-lesson
6. Pupils draw a fruit and vegetable face then describe it using ‘There’s a/some…’,
‘There are many / some…’
Primary Year 5 Scheme of Work
131
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 93 (Language Arts 16)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: The Meal
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: be going to
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Lesson delivery
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
2.
3.
4.
5.
Follow Step 1 until Step 4 (Activity 1) from the guidebook.
Teacher asks pupils to do a pair reading which each pair read the poem
silently.
Each pair underlines every food item in the poem and matches it with the
picture that accompanies the poem.
Teacher asks pupils “What are you going to eat for breakfast tomorrow?”.
Teacher provides a short class survey form where pupils will create a menu list
of their favourite food items for breakfast.
Pupils asks their pairs on the food items and they have to draw the food items.
Upon completion, their pairs will the drawing and describe the food item (e.g.
I’m going to eat … for breakfast.)
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.4
Post-lesson
Communicate
simple information
intelligibly
Ask
about
and
describe
future
plans
8.
9.
Primary Year 5 Scheme of Work
6.
7.
MATERIALS /
REFERENCES
Anthology of
Poems
Page 20
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
Activity 1
113
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher provides
support in terms of
individual
instruction/assistance.
(Strategy 2)
Teacher provides a sentence based on the poem to a pupil.
The pupil starts a whisper chain and the last pupil will report back to the
teacher. [Post-lesson Task 5: Whisper and write]
132
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 94 (Consolidation 9)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Environmental Sustainability
LANGUAGE/GRAMMAR FOCUS: Quantifiers: some, any,
many, much, a lot of
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.3
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Narrate factual
events and
experiences of
interest
Complementary
Skill
Speaking
2.2
Use appropriate
communication
strategies
Complementary
Skill
Speaking
2.2.2
Agree on a set of
basic steps needed
to complete short
classroom tasks
1. See instructions in Section 3 Pre-lesson Task 9: Memory Chain. Remind pupils to
use a/an/some. How many food words can pupils remember?
Lesson delivery
2. Pupils do p.55, Activity 4. Explain that in this activity they choose from three
words not two. They choose a word for each gap and a word for the middle of each
sentence. Follow instructions in Teacher’s Book p.69 Exercise 4.
CCE – Environmental Sustainability – Explain that we all need to eat food but
scientists say we waste too much food. Ask why it’s important not to waste food
(e.g. help the environment, many people don’t have much food, waste of money).
3. Pupils do Activity 5, Use It!. Follow instructions in Teacher’s Book p.69 Exercise
5.
4. Pupils in small groups do Finished? They agree how they will do the task then
agree on a ceremony (birthday, festival, anniversary), 6 or 7 types of food and 2 or 3
different drinks. They make a shopping list with some numbers e.g. 3 pizzas, 2 fizzy
drinks, 1 apple juice.
5. After writing the shopping list, one member from each group reads it to class. Find
out how many types of food and drink are the same.
Note pupils who enjoy reading about food facts. Also note pupils who help the group
to come to an agreement about steps in a task and pupils who are less involved.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4 and 5
p.55
Teacher’s Book
p.69
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 4: Form mixed
ability groups.
Encourage more
proficient pupils to
include adjectives e.g.
one big cheese and
tomato pizza, three fruit
yoghurts.
Less proficient pupils
can write food and
drink words with easy
spelling to add to the
list.
Post-lesson
6. Write on board eat / never eat; drink / never drink. Do a class survey to find out
what most pupils eat and never eat, drink and never drink.
Primary Year 5 Scheme of Work
133
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 95 (Listening 17)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Financial Education
LANGUAGE/GRAMMAR FOCUS: Weights and prices: gram,
kilo, a quarter / three quarters of a kilo, half a kilo, fraction;
How much is…? It costs…
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.3
Understand
meaning in a
variety of familiar
texts
Understand with
support longer
simple narratives on
a range of familiar
topics
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.5
Understand a
sequence of
supported questions
1. Write on board: ‘Shopping at a market’. Follow instructions in Teacher’s Book,
p.110 for Warm-up activity.
Lesson delivery
2. Write on board: ‘gram’, ‘kilogram’. Ask: How many grams in a kilogram/half a
kilogram / quarter of a kilogram? Explain that for short we usually say ‘kilo’. Preteach: fraction. Check understanding of ½, ¼, ¾ in L1.
3. Pupils do p.96, Activity 1. Follow instructions in Teacher’s Book p.110 Exercise 1.
4. Write ½, ¼ and ¾ and on board and say the fractions. Explain pupils can write
fractions they hear on CD with numbers not words. Pupils do Activity 2, CD3.12.
Follow instructions in Teacher’s Book p.110 Exercise 2.
5. Pupils do Activity 3, CD3.13. Follow the instructions in Teacher’s Book p.110
Exercise 3. Pupils listen again and note down the prices that they hear. Elicit cost of
the grapes (£7.00 a kilo), grapes (£3.65 ½ a kilo), strawberries (£2.50 ¼ a kilo),
pears (50p each). Pupils in pairs look at photos again and say the things that Emma
didn’t buy.
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Student’s Book
Activities 1, 2 and
3
p.96
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Teacher’s Book
p.110
See Strategy 2: Type
and amount of support
English Plus 1
At Steps 4 and 5: Some
pupils will need to listen
to the CD more than
twice. Some will need
to see the fractions
written on the board so
they can choose the
answers from them.
CCE – Financial education – Ask why it’s important to be able to know how much
food costs.
Note how well pupils understand the content of the role-play.
Post-lesson
6. Choose a post-lesson task from Section 3 to review money.
Primary Year 5 Scheme of Work
134
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 96 (Speaking 17)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Financial Education
LANGUAGE/GRAMMAR FOCUS: Weights and prices:
gram, kilo, a quarter / three quarters of a kilo, half a kilo,
fraction. How much is…? It costs…
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.1
Use appropriate
communication
strategies
Keep interaction
going in short
exchanges by
asking suitable
questions
Complementary
Skill
Speaking
2.2
Understand
meaning in a
variety of familiar
texts
Complementary
Skill
Speaking
2.2.2
Agree on a set of
basic steps needed
to complete short
classroom tasks
1. Brainstorm fractions, weights of food and money on board. Accept all suggestions
e.g.10 kilos of beans, £1. Make sure pupils can pronounce half, quarter, pound.
Lesson delivery
2. Pre-teach: ‘cheap’ and ‘expensive’ with examples of food in Malaysia. Pupils do
p.96, Activity 4, CD3.13. Follow instructions in Teacher’s Book p.110 Exercise 4.
3. Pupils do Activity 5, CD3.14. Follow instructions for role-play in Teacher’s Book
p.110 Exercise 5. If two boys are in a pair, change Woman to Man. If two girls,
change George to Gill. Explain ‘in your head’ and ‘mentally’. Say many market
sellers count money in their heads /mentally.
CCE – Financial Education – Find out when pupils count in their heads and ask why
they think this is a useful skill to do mental maths.
4. Pupils in pairs do Activity 6, Use It!. They agree on 1) who is the market seller and
who is the customer; 2) fruit they will buy; 3) how much fruit they will buy. Explain
that sellers can write down the cost of the fruit then work out the total, or add the
money in their heads.
5. Pupils do Optional Activity: Speaking. Follow instructions in Teacher’s Book
p.110.
Note how well pupils keep interaction going in the dialogues and how well they
agree with each other in Activity 6.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4, 5 and
6
p.96
Teacher’s Book
p.110
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 5: Less
proficient pupils may
only want to buy one
type of fruit and ask for
the amounts written on
the boxes. Encourage
more proficient pupils
to ask for fractions of
kilograms and to total
the cost to help the
sellers.
Post-lesson
6. See instructions in Section 3 Post-lesson Task 8: Test your Memory. Use the
picture of the fruit, prices and amounts in Activity 6.
Primary Year 5 Scheme of Work
135
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 97 (Reading 17)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Adjectives: fit, unfit, tired,
lazy, hungry; Imperative verbs: Eat, Don’t eat, Go, Don’t go
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.1
3.3.1
Read
independently for
information and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.3
Communicate
simple information
intelligibly
Ask for, give and
respond to simple
advice
1. See instructions in Section 3 Pre-lesson Task 7: Beat the Teacher. Use ‘healthy’
as the key topic word.
Lesson delivery
2. Ask pupils the Think! question on p.56. They can choose from the six ideas in
box.
3. Pre-teach: ‘active’, ‘fit’, ‘hungry’, ‘thirsty’, ‘tired’, ‘lazy’. Elicit type of word
(adjectives). Pupils in pairs do Activity 1. Ask: Which words helped you to complete
the sentences? e.g. 1) an – needs an adjective with a vowel; 2) eat – hungry; 3)
good – healthy; 4) a – needs an adjective with a consonant; 5) don’t sleep – tired.
4. Pupils do Activity 2, CD2.06. Follow the instructions in Teacher’s Book p.70
Exercise 2. Say: Two letters are the same at the start of two adjectives. What are
they? (un). Explain ‘un’ means not. Ask: Can they think of other adjectives starting
with un? (unhappy, unpopular, untidy).
5. Pupils in pairs do Activity 3. Explain body temperature is about 37 degrees. Usain
Bolt can run 100 metres in about 10 seconds. Follow instructions in Teacher’s Book
p.70 Exercise 3. When checking 1, 2, 5 pupils say: It’s best to/healthiest to…
6. Pupils look at the Health quiz again. They give advice to a partner about one of
the things a, b or c that they shouldn’t do e.g. It’s not good to eat snacks because
you can’t enjoy your meal.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2 and
3
p.56
Teacher’s Book
p.70
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
Some pupils will take
longer to read quiz
questions than others.
Give them longer to
finish. Fast finishers
can tell partners times
when they’re really
hungry, thirsty, tired, ill.
NB at Step 6: It’s better
to focus on positive
rather than negative
statements.
CCE – Values – Ask pupils why it’s important to sleep well at night. Find out how
many hours they sleep.
Note pupils who enjoyed reading the quiz and those who found it hard.
Post-lesson:
7. Choose a post-lesson task from Section 3 to review health vocabulary.
Primary Year 5 Scheme of Work
136
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 98 (Writing 17)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Verbs + gerund: like -ing,
prefer –ing, love -ing, don’t like -ing, hate –ing
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.1
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.3
Communicate
simple information
intelligibly
Ask for, give and
respond to simple
advice
1. See instructions in Section 3 for Pre-lesson Task 5: Sit Down, Stand Up. Use the
adjectives on p.56, e.g. ‘A lazy teacher does a lot of work’. (false!)
Lesson delivery
2. Pupils in pairs do Activity 4 orally. Ask: Which questions have the same answers
for you and your partner? Choose pairs to say quiz letters with the same answers.
3. Pupils write letters a–h and answers to quiz in sentences. Do a and b as
examples: a) I think I’m… b) I usually sleep for… Pupils compare with a partner.
Choose pairs to read a sentence to class.
CCE – Values – Ask pupils why it’s important to be active and fit, and find out what
they do to keep fit.
4. Write on board: verb + -ing. Give examples such as: I like reading. I prefer
watching sport. I hate eating beans. Pupils do Activity 1. Follow instructions in
Teacher’s Book p.71 Exercise 1.
5. Write on board: love doing, don’t mind doing, hate doing. Pupils do Activity 2.
Follow instructions in Teacher’s Book p.71 Exercise 2.
6. Pupils in pairs do Activity 4. Explain we can use imperatives to give advice.
Follow instructions in Teacher’s Book p.71 Exercise 4. Ask: Which quiz numbers
have ‘Don’t?’ (1 and 5) Are the ‘Don’t’ sentences giving advice?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.56
Teacher’s Book
p.70
Student’s Book
Activities 1, 2, 4
p.57
Teacher’s Book
p.71
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 3: Write all 8
sentence starters on a
worksheet for less
proficient pupils to copy
At Step 5, some pupils
write only one example
of something they love,
don’t mind and hate
doing.
7. Write on board ‘eat’, ‘go’, ‘drink’, ‘do’, ‘don’t’. Pupils in small groups take turns to
give advice to each other using words on board.
Note how well pupils give information about themselves and give advice.
Post-lesson
8. Choose a post-lesson task from Section 3 to review likes and dislikes.
Primary Year 5 Scheme of Work
137
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 99 (Language Arts 17)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: The Meal
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship
LANGUAGE/GRAMMAR FOCUS: Verbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3.1
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
2.
Complementary
Skill
Complementary
Skill
Post-lesson
Teacher differentiates
the
outcomes
by
providing option on the
product either a full
poem, a stanza, or an
acrostic poem.
Listening
Listening
6.
(Strategy 3)
1.2
Understand
meaning
in
a
variety of familiar
contexts
1.2.2
Understand
with
support
specific
information
and
details of longer
simple texts on
arrange of familiar
topics
5.3
Express
imaginative
response
literary texts
an
to
Primary Year 5 Scheme of Work
Pupils go through the poem and remember as many as food items that they
can.
Without looking at the poem, each pupil has to list down the food items they can
remember.
Lesson delivery
3.
4.
5.
Pupils pair up and teacher conducts a game where each pair has to listen and
point to the food item.
Teacher informs pupils that they are going to create a menu that can appeal
others to buy.
Follow Step 1 until Step 5 (Activity 4) in the guidebook.
Pupils put up their menus and other pupils will write their names on the booking
list if they like the menu.
Anthology of
Poems
Page 20
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
Activity 4
128
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
138
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 100 (Consolidation 10)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Verb + gerund e.g. I like
playing; Affirmative and negative imperatives e.g. Go, Don’t
go
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
1. Write on board: ‘I like…-ing’, ‘I love…-ing’, ‘I prefer…-ing’. Explain pupils can say
a true or false sentence about themselves. After each, pupils put up their right hand
if they think the sentence is true, left hand if they think it’s false.
4.2
4.2.2
Lesson delivery
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Ask for, give and
respond to simple
advice
2. Pupils do p.57, Activity 5. Follow instructions in Teacher’s Book p.71 Exercise 5.
Ask: What signs can you see in our town/city/village? Choose pupils to draw some
on board.
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.3
Communicate
simple information
intelligibly
Ask for, give and
respond to simple
advice
3. Pre-teach: ‘marathon’ and ‘boring’. Pupils do Activity 6. Follow instructions in
Teacher’s Book p.71 Exercise 6. Tell pupils to use some verbs from Activity 5.
Remind them to use ‘some’, ‘a lot of’, when giving advice e.g. Do some/a lot of
exercise.
4. Pupils do Activity 7, Use It!. Follow the instructions in Teacher’s Book p.71
Exercise 7.
CCE – Values – ask pupils why it is important to think about advice people give
you?
5. Pupils in pairs do Finished?. They write 3, 4 or 5 rules for the class.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 5–7
p.57
Teacher’s Book
p.71
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 3: Expect more
proficient pupils to give
more than one piece of
advice in the six
situations
At Step 5: Accept two
or three written rules
from less proficient
pupils
CCE – Values – ask pupils what the difference is between rules and advice.
Note pupils who are confident at asking for and giving advice and those who are
slow to ask and respond.
Post-lesson
6. Pupils look at pictures of signs in Activity 5 then draw a sign but change words or
symbols e.g. 1) a different date, 4) an arrow facing left. They exchange with a
partner who says what they think the sign means.
Primary Year 5 Scheme of Work
139
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 101(Listening 18)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Financial Education
LANGUAGE/GRAMMAR FOCUS: Nouns: dollars, euros,
pounds, cents; Would you like…? I’ll have… Anything else?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Pupils do Think! question at top of p.58. See Teacher’s Book p.72 for instructions.
Listening
Listening
Lesson delivery
1.1
1.1.1
Recognise and
reproduce target
language sounds
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.3
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Primary Year 5 Scheme of Work
2. Pupils in pairs do Activity 1. Follow the instructions in Teacher’s Book p.72
Exercise 21.
3.Write on board ‘£10’, ‘£5’, ‘50p’, ‘25p’. Elicit the amounts. Pupils should remember
pounds and pence from Lesson 95, p.96. Explain that for pounds and pence e.g.
£10.50, we say ‘ten pounds fifty’. We don’t say ‘ten pounds fifty pence’.
Pupils do Activity 2, CD2.08. Follow instructions in Teacher’s Book p.72 Exercise 2.
4. Write on board ‘£, $, € ‘and say currencies. Elicit countries where money is used.
Pupils do Activity 3, CD2.09. Follow instructions in Teacher’s Book p.72 Exercise 3.
CCE – Financial education – Ask pupils when they need to know about money used
in different countries and how they can find out how much a Malaysian ringgit is in
dollars, pounds and euros.
5. Write on board: ‘Would you like…? I’ll have… please’. Explain these are polite
ways of asking and responding in a café. Pupils do Activity 4. Follow instructions in
Teacher’s Book p.72 Exercise 4. Ask: Why is Aaron’s meal unhealthy? (There’s a lot
of sugar in cola. Water is healthier. He doesn’t eat any vegetables or fruit.)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.58
Teacher’s Book
p.72
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Steps 3 and 4: Some
pupils may need to
hear the CD a third
time to understand the
different amounts of
money
Note how well pupils recognise and reproduce amounts of money
Post-lesson
6. Write on board 9–10 prices in dollars, pounds, euros. Put pupils into 2 teams.
Teams take turns to say a price. If correct, they get a point and put a tick beside the
price on board. If a team says the wrong price, the other team can try. Which team
has the most points? Which prices did they get wrong?
140
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 102 (Speaking 18)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
Financial Education
LANGUAGE/GRAMMAR FOCUS: Present simple tense;
Would you like…? Anything else? I’ll have…please.
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Choose a pre-lesson task from Section 3 to review money.
Speaking
Speaking
Lesson delivery
2.1
2.1.1
Communicate
simple information
intelligibly
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
Listening
Listening
1.2
1.2.5
Understand
meaning in a
variety of familiar
texts
Understand a
sequence of
supported questions
2. Pupils do p.58, Activity 5. Follow instructions in Teacher’s Book p.72 Exercise 5.
In the role play, explain they can change the type of sandwich and the drink. Choose
pairs to say dialogue aloud. Ask: What did (pupil’s name) ask to eat and drink?
3. Explain that pupils do some maths in the next activity. Follow instructions in
Teacher’s Book p.72 Exercise 6. Tell pupils that customers check they have enough
money to pay for their meal. Waiters or waitresses add the prices to check that
customers can pay, and think how much money to give back to the customer.
CCE – Financial Education – ask pupils if they think vegetarian food is more
expensive than other food. Pupils look at the menu and compare price of the plain
burger and vegetarian burger. Repeat comparison with fresh food and cooked food.
(chips /salad) Find out why they think some food and drink is more expensive.
4. Elicit or pre-teach names of desserts e.g. ice cream, cake, fruit, jelly, pancake.
Pupils do Optional Activity: Speaking. Follow instructions in Teacher’s Book p.72
below Exercise 6, Use It!.
Note how well pupils can give details of food they’re ordering and can say prices.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 5 and 6
p.58
Teacher’s Book
p.72
CCE Prepare a
list of prices for
cheese and salad
sandwiches and
vegetarian
sandwiches;
burgers and
vegetarian
burgers; cola,
juice and water
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
Praise pupils who try
their best to participate
in the dialogues even
though they may find
deciding on what food
to order hard and make
mistakes when saying
prices. Focus on the
prices they say
correctly.
Post-lesson
5. Write on board: ‘like being’, ‘prefer being’, ‘don’t like being’. Pupils in small groups
use words on board to say if they like/prefer/don’t like being the waiter, waitress or
customer and why.
Primary Year 5 Scheme of Work
141
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 103 (Reading 18)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
ICT
LANGUAGE/GRAMMAR FOCUS: Sequencing adverbs:
first, after that, next, finally
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Pupils do Think! question at top of p.59. See Teacher’s Book p.73 for instructions.
Reading
Reading
Lesson delivery
3.3
3.3.1
Read
independently for
information and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
2. Write on board: ‘Easy menu blog’, and check pupils understand what a blog is
Show real items or pictures of food in glossary to teach names. Check
understanding of: chop (v), serve, ingredients, starter, main course, dessert. Pupils
do Activity 1. Follow instructions in Teacher’s Book p.73 Exercise 1.
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
3. Pupils do Activity 2. They read the text again quickly and find the words to
complete Key Phrases. Pupils compare with a partner. Check answers. Ask: Which
words are easy to find in the text and why? (e.g. ‘Mmm!’ At end of a line, ‘Enjoy your
meal’ at start of a line).
CCE – ICT – Ask pupils why they think blogs are popular. Find out if they know
anyone who writes a blog and what they write about in their blog.
4. Pupils do Activity 3. Follow instructions in Teacher’s Book p.73 Exercise 3.
5. Pupils in pairs do Activity 4. Follow the instructions in Teacher’s Book p.73
Exercise 4. Once finished, in pairs, they try to memorise the instructions, and tell
their partner. Their partner checks and helps as necessary, then they swap roles.
Ask: Is this a healthy dessert? Why or why not?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.59
Teacher’s Book
p.73
At Step 2: Take in
raisins, red
pepper, olives, tin
of tuna or show
pictures of them
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 2: Help pupils
who are slow readers
to find answers to the
two questions by
saying which part of the
text they can find them
– in ‘After that’ and
‘Finally’
At Step 3: repeat
strategy in Step 2
Post-lesson
6. Choose a post-lesson task from Section 3 to review language in a recipe
(imperatives, amounts, sequencing adverbs)
Primary Year 5 Scheme of Work
142
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 104 (Writing 18)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language and
ICT
LANGUAGE/GRAMMAR FOCUS: Sequencing adverbs:
first, after that, next, finally
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Produce a plan or
draft of one or two
paragraphs for a
familiar topic and
modify this
appropriately in
response to
feedback
Complementary
Skill
Writing
4.2
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Complementary
Skill
1. Write verbs from previous lesson on board: ‘chop’, ‘add’, ‘cook for’, ‘serve with’.
Pupils in pairs agree on nouns to follow the verbs. Choose pairs to say sentences.
They don’t have to be the same as those in book e.g. Chop some apples.
Lesson delivery
2. Pupils read blog on p.59 again. Ask: Which words are in blue? Where are they?
(at start of paragraphs). What is at the end of the blog? (Enjoy your meal!). How
often does Sally write her blog? (every month).
3. Pupils do Activity 5, Use It!. Read instructions in Writing Guide aloud. Explain
that pupils write ingredients for only one thing on their menu. Write on board:
B1) Heading (pupil’s name) easy food blog; B2, B3, B4) Notes for menu and recipe;
B5) A reason why you like the food. Ending: Enjoy your meal! (Pupils ignore B6).
4. Pupils write blog. They check if they 1) have points in B1–5, 2) start paragraphs
with sequencing words, 3) have an ending.
Writing
5. Pupils in pairs exchange blogs and draw smiley faces for 1) 2) and 3) in Step 4.
Choose some pupils to read blog aloud. Pupils draw pictures of food around blog.
4.2.5
Post-lesson
Connect sentences
into one or two
coherent
paragraphs using
basic coordinating
conjunctions and
reference pronouns
6.Pupils in small groups take turns to say a different blog they would like to write and
why. If time, pupils also say something they’d write in their blog.
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 5
p.59
Teacher’s Book
p.73
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 3: More
proficient pupils can
also do: B6) how often
they write their food
blog
Less proficient pupils
can omit the starter and
choose After that or
Next to start main
course
143
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 105 (Language Arts 18)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Seaside
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Reasoning (because)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.1
Communicate
simple information
intelligibly
Give
detailed
information
about
themselves
Lesson delivery
2.
3.
4.
5.
6.
7.
Pupils form a small group and teacher provides each group with a line strip from
the poem.
They rearrange the line strip to form a poem.
Each group has to come up with the decision to place the line strip to the scale
of hate to love.
In groups, each pupil chooses a line strip to provide the reasons why they say
so (e.g. sand in the sandwiches – This is because it’s dirty).
Teacher encourages pupils to provide more details about their reasons if they
can (e.g. sand in the sandwiches – This is because it’s dirty – bad for my
health).
Pupils form two lines where they face each other to say about their chosen line
strip as well as their reason(s).
Anthology of
Poems
Page 19
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
love
like
dislike
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher allows pupils
to have as many lines
and
reasons
as
possible. Accept any
reason given as long as
it is logical.
(Strategy 3)
hate
Post-lesson
8.
Primary Year 5 Scheme of Work
Teacher draws a simple beach scene and every pupil has to contribute a
possible activity that can be carried out at beach. [Pre-Lesson Task 2 – Guess
the answer]
MATERIALS /
REFERENCES
Pupils discuss and list the item if they are going for a camping in the jungle.
144
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 5)
LESSON: 106 (Language Awareness 5)
MAIN SKILL FOCUS: Speaking and writing
THEME: Teacher to complete
TOPIC: Food and health
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 5
CONTENT
STANDARD
LEARNING
STANDARD
Language
Awareness
lessons should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking,
Reading or
Writing). Teachers
can use Year 5
Content and
Learning
Standards in
DSKP curriculum
document.
Language
Awareness lessons
should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking, Reading
or Writing).
Teachers can use
Year 5 Content and
Learning Standards
in DSKP curriculum
document.
LEARNING OUTLINE
Pre-lesson
1. Review language from Unit 5 with an activity from list of pre-lesson tasks.
Lesson delivery
2. Pupils do p.60, Activities 3, 5 and 6. They complete the sentences in each
activity. After Activity 6, they say dialogue with a partner.
3. Pupils do Activity 6 on p.61. Follow instructions in Teacher’s Book p.75 Exercise
6.
Note:




Plan further activities for this unit to develop language skills according to your
pupils’ needs.
You can use information about your pupils’ performance which you collected
using formative assessment strategies while teaching this unit.
The information could include your observation of pupils interacting in
classroom activities and their performance in written activities.
Plan activities which focus on language practice in a meaningful, fun and
communicative way.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3, 5, 6
p.60
Teacher’s Book
p.74
Student’s Book
Activity 6
p.61
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
*Some pupils will need
support understanding
and completing the
self-assessment
worksheet
Teacher’s Book
p.75
Post-lesson
4. *Pupils think about their learning and performance in this unit. They complete selfassessment worksheet.
5. Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.
Primary Year 5 Scheme of Work
145
How did I do in Unit 5?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
�
�
�
…talk about food and order food and
drink
Great ____
OK ____
A little____
…talk about healthy habits
Great ____
OK ____
A little____
…give advice
Great ____
OK ____
A little____
…plan and write a food blog
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
146
WEEK: __
Unit 6
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 107 (Listening 19)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
Science and Technology
LANGUAGE/GRAMMAR FOCUS: Sports vocabulary: fan,
competition, race, team, stadium, champion
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.3
1.3.1
Use appropriate
listening
strategies in a
variety of contexts
Guess the meaning
of unfamiliar words
from clues provided
by other known
words
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.4
Use with support
familiar print and
digital resources to
check meaning
1. Draw a mind map on board with Sports in centre. Pupils brainstorm sports they
know. Record in mind map.
Lesson delivery
2. Pupils do p.62, Activity 1, CD2.12. Ask: How many sports end with -ball? (3) How
many sports end with -ing? (7)
3. Pupils in pairs do Activity 2. Write on board: ‘I think it’s ...’ ‘Is it…?’ Mime a sport.
Pupils guess using a sentence starter. Pupils in pairs mime and guess 3 or 4 sports.
4. Pupils look at photos of sports on p.62 and 63. They don’t read the texts yet. Ask
questions about 1, 3, 4, 6, 9, 10 e.g. What sport can you see in number 9? What are
the people doing in number 4? Write answers to quiz on board in a jumbled order.
See answers in Teacher’s Book p.76 Exercise 3.
5. Check pupils understand: fans, competition, race, team. Pupils read the sports
quiz and in pairs, they use the jumbled quiz answers on board to answer the quiz.
They can use dictionaries to check any words they are unsure of. Check answers.
Ask: Which words in blue are the same in English and Malay? (stadium,
Olympic/Olympik)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1-3
p.62–63
Teacher’s Book
p.76–77
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 5: Put pupils in
mixed ability pairs so
they can support each
other to read and
answer the quiz
questions
CCE – Science and Technology – Ask pupils how we use technology in sports (e.g.
to make video replays of matches, to make special sports equipment, to help with
time-keeping). Also ask if they think technology helps sportsmen and women to win.
Note pupils who find it hard to follow a sequence of questions.
Post-lesson
6. Choose a post-lesson task from Section 3 to review sport vocabulary.
Primary Year 5 Scheme of Work
147
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 108 (Speaking 19)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Prepositional phrases: in
a team / club; Phrasal verb: to be into something
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.1
Understand with
support the main
idea of longer
simple texts on a
range of familiar
topics
Primary Year 5 Scheme of Work
1. Pupils play guess the sport game. Follow the instructions for Optional Activity:
Vocabulary in Teacher’s Book p.77.
Lesson delivery
2. Pupils do Activity 4, CD2.13. Follow the instructions in Teacher’s Book p.77
Exercise 4.
3. Pupils do Activity 5. Follow the instructions in Teacher’s Book p.77 Exercise 5.
Write on board ‘1) Do you …’, 2) ‘What’s your…?’, 3) ‘What do you…?’. Ask: What
are the first questions the interviewer asks? (Do you do any sports? What’s your
favourite sport? What do you think about sport?). Pairs ask and answer questions.
4. Write on board: ‘Sports crazy’ and elicit what the phrase could mean. Pupils in
pairs do Activity 6 Use It!. Follow instructions in Teacher’s Book p.77 Exercise 6.
Find out who is in a team or in a sports club. Explain when you are ‘into sport’ that
means you like it. Ask: Who is into skiing / golf / volleyball etc? Find out who are the
most sports crazy pupils in the class.
5. Pupils in small groups do Finished?. They write 3 or 4 quiz questions about sport
for another group to answer. Write question starters on board for pupils to use e.g.
‘How many…?’, ‘Which country…?’, ‘What’s/Who’s the most famous…?’
Note how well pupils narrate information about sporting events they participate in.
Post-lesson
6. Write on board: ‘Liane’, ‘Lewis’, ‘Ray’. Put pupils in teams. Elicit information from
the interviews at start of lesson e.g. Who plays football? Who likes swimming? Who
is in the school football team? Who thinks skiing is fun? Who likes winning? Who is
a basketball fan? Give a point to the team who answers correctly.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4, 5, 6
p.63
Teacher’s Book
p.77
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 2: Some pupils
may need you to pause
the audio after each
interview so they have
time to complete the
gap-fill sentences.
At Step 3: It would help
some pupils to
photocopy the three
audio scripts of
interviews so they can
listen and read what
the people say. See
Teacher’s Book
pp.150–151 for audio
scripts.
148
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 109 (Reading 19)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Noun suffixes -er, -or e.g.
winner, competitor; Dates e.g. 1988; 2016
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information and
details of two
paragraphs or more
Complementary
Skill
Complementary
Skill
Reading
Reading
3.2
3.2.4
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Use with support
familiar print and
digital resources to
check meaning
Primary Year 5 Scheme of Work
1. Pupils do Think! question at top of p.64. Elicit information about the Olympic
Games from pupils. Note: check where next Olympics are and when.
Lesson delivery
2. Write current year on board, say it, pupils repeat. Write year pupils were born,
year they started school, next year on board. Say the years on board, class repeats
then choose individual pupils to say them.
3. Write years on board ‘1896’, ‘1900’, ‘1912’, ‘1916’, ‘1920’, ‘1924’, ‘1936’, ‘1960’,
‘1988’, ‘2012’, ‘2016’. Pupils choose one year and write it down on a piece of paper.
Say a year on the board and pupils who wrote the date, hold it up. Find out the year
most pupils wrote. Ask: Are there any years you didn’t write down? Tell pupils they
are going to read and find information about specific sports. Pupils do Activity 1.
4. Pupils do Activity 2, CD2.14. Follow the instructions in Teacher’s Book p.78
Exercise 2. Ask: Which four sports are mentioned in the questions? (swimming,
marathon running, golf and rugby).
5. Write the five blue words in the text on board. Pupils do Activity 3. After checking
meanings in dictionaries, write on board: ‘winner’, ‘competitor’, ‘spectator’, swimmer,
‘medallist’. Ask: Which words have the same letters at the end? (winner / swimmer;
competitor / spectator). Ask: Can you think of a sports word ending in -ist? (cyclist)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2 and
3
p.64
Teacher’s Book
p.78
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 3: More
proficient pupils can
read more than the 7
texts highlighted on
board. For many pupils
reading all 11 pieces of
information is likely to
be too demanding so
focus on the seven in
Step 3.
Note pupils who found reading details in all 7 pieces of information hard.
Post-lesson
6. Pupils do Optional Activity: Vocabulary plus to consolidate sports vocabulary. See
Teacher’s Book p.78.
149
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 110 (Writing 19)
MAIN SKILL FOCUS: Writing
THEME: World of Stories
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Simple past tense of verb
‘to be’ affirmative and negative: there was / wasn’t, there
were / weren’t
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.3
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Narrate factual
events and
experiences of
interest
Complementary
Skill
Reading
3.3
Read
independently for
information and
enjoyment
Complementary
Skill
Reading
3.3.1
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
1. Explain that pupils are going to write about sports they like watching. Pupils do
Pre-lesson Task 4: I’m Going To... Relate the task to writing skills e.g. topic
vocabulary, spelling, punctuation.
Lesson delivery
2. Pupils in pairs do p.64, Activity 4, Use It!. Pupils compare with partners which
piece of information they thought was the most interesting. Find out how many pairs
had the same piece of information.
3. Write on board sentence starters e.g. ‘I really like watching…’, ‘I prefer
watching…’, ‘I sometimes/usually like watching…’. Pupils write two or three
sentences about sports they like watching. They exchange with a partner and
compare sentences. Ask pairs: Are any sports the same? Choose pupils to read
their sentences aloud. Find out the sport most pupils like watching. Ask: Which sport
do you not like watching and why?
4. Pupils look at Rules p.65, Activity 1. Write on board: ‘was’, ‘wasn’t’, ‘were’,
‘weren’t’. Pupils look at years on the Olympics Timeline again and write down past
verbs in them. (1896-were, 1900-weren’t, were, 1912-was, 1916-weren’t, 1920wasn’t, 1924-were, 1936-was, 1960-was 1988-wasn’t, 2012-was, 2016-were)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.64
Teacher’s Book
p.78
Student’s Book
Activities 1 and 2
p.65
Teacher’s Book
p.79
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
Se Strategy 7:
Feedback
At Step 3: Provide
positive feedback about
pupils’ writing and for
less proficient pupils
praise their effort and
determination as well
5. Explain pupils are going to read a story about a race called the Marathon. They
do Activity 2. Follow instructions in Teacher’s Book p.79 Exercise 2.
Note how well pupils wrote factual information about sports of interest.
Post-lesson: Creativity and Innovation
6. Write on board ‘Imagine!’ ‘In (date)… I was in a …team. There was… There
were…’ Pupils in pairs use sentence starters to make up an imaginary sport story.
Primary Year 5 Scheme of Work
150
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 111 (Language Arts 19)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Seaside
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship
LANGUAGE/GRAMMAR FOCUS: Logical sequence of
steps
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
5.3
5.3.1
1.
2.
Express
imaginative
response
literary texts
an
to
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Teacher writes “Going to the beach” on the board.
Pupils brainstorm their ideas on the topic, and they have to rearrange their
ideas to become a plan. [Pre-lesson Task 3 – Sequence the information]
Lesson delivery
3.
4.
5.
Teacher divides pupils into smaller groups. Each group is given a randomly
ordered steps to follow (Circle the items, list the items, draw the items and label
the items in the picture).
Pupils have to discuss on the arrangement of the steps to come up with the
scene at the seaside. (Make sure the end product is a seaside scene with
label.)
Upon completion, pupils put up their work for others to read and check if they
miss any items from the poem.
Complementary
Skill
Complementary
Skill
Post-lesson
Speaking
Speaking
6.
2.2
2.2.2
Use appropriate
communication
strategies
Agree a set of basic
steps needed to
complete
short
classroom tasks
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
Anthology of
Poems
Page 19
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher differentiates
the outcomes by the
numbers
of
words
changed
from
the
original poem.
(Strategy 3)
Exit ticket – “What I have learned today.”
151
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 112 (Consolidation 11)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: Past tense of verb ‘to be’
affirmative and negative: there was / wasn’t, there were /
weren’t; Countable/uncountable nouns and determiners:
some, any, a, an
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.3
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Narrate factual
events and
experiences of
interest
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
1. Show photos of life in Malaysia 100 years ago e.g. clothes, transport, roads,
buildings, markets. Write on board: ‘There was/wasn’t…’, ‘There were /weren’t …’.
Elicit differences between life then and life today.
Lesson delivery
2. Pre-teach ‘marathon’. Explain pupils are going to read a story about the first
marathon. They do p.65, Activity 4. Follow instructions in Teacher’s Book p.79
Exercise 4. Pupils check where they put the apostrophe in wasn’t and weren’t.
Explain the apostrophe shows where a letter is missing. Ask: Which letter is
missing? (o)
Complementary
Skill
3. Pupils in pairs or in groups of three do Activity 5, Use It! Pupils tell each other
their sentences and decide which are the same and which are different. Choose
pupils to read a sentence aloud.
Speaking
CCE – Patriotism – Ask pupils why it is important to know about life in your country
in the past. Find out if they think life today is better than life 100 years ago and why.
2.1.2
Find out about and
describe
experiences up to
now
4. Pupils do Activity 6. Do the first sentence as a model. Follow instructions in
Teacher’s Book p.79 Exercise 6.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4, 5, 6, 8
p.65
Teacher’s Book
p.79
Step 1: Show
photos of a town,
city, village in
Malaysia 100
years ago – from
books or on
Google images
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 2: Expect more
proficient pupils to write
8 sentences about the
Malaysia 100 years
ago. Less proficient
pupils should try to
write 4 or more
sentences.
5. Pupils do Activity 8. Read the example aloud. Check answers. Pupils in pairs say
sentences and write numbers that are the same for both pupils.
Note how well pupils can write about experiences in the past.
Post-lesson
6. Choose a post-lesson task from Section 3 to review and consolidate use of was,
wasn’t, were, weren’t.
Primary Year 5 Scheme of Work
152
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 113 (Listening 20)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: Simple past tense:
regular and irregular verbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.3
Understand
meaning in a
variety of familiar
contexts
Understand with
support longer
simple narratives on
a range of familiar
topics
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.4
Use with support
familiar print and
digital resources to
check meaning
1. Write on board: ‘difficult and dangerous sports’. Pupils do Think! question at top of
p.66. Follow instructions in Teacher’s Book p.80.
Lesson delivery
2. Pupils do Activity 1, CD2.15. Follow the instructions in Teacher’s Book p.80
Exercise 1. Ask: Which verb and past verb in 1–10 is very different from the blue
verb in the text and questions? (go – went)
3. Pre-teach ‘twist’ and ‘trick’. Pupils do Activity 2 CD2.16. Follow instructions in
Teacher’s Book p.80 Exercise 2.
4.Draw two columns on board. Write Alana as heading on left, Tom on right. Pupils
do Activity 3, CD2.16. Follow instructions in Teacher’s Book p.80 Exercise 3. Before
checking answers, choose pupils to write a, b or c in Alana or Tom column on board.
Check with class. Do they agree?
5. Pupils in pairs look at the photos. Ask: Do you think skateboarding is difficult,
dangerous or difficult and dangerous? Find out with a show of hands who thinks it’s
difficult, dangerous, difficult and dangerous. Also ask: What is difficult and
dangerous about skateboarding? (difficult e.g. high jumps, landing, tricks, balance;
dangerous e.g. can break bones, can crash into walls).
CCE – Patriotism – Tell pupils about the Paralympics and ask why they think it’s
important that everyone can try to do sport for their country.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.66
Teacher’s Book
p.80
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 6: Types
of question
At Step 2: Help less
proficient pupils to
understand the general
meaning of the task by
asking closed, binary
questions e.g. Is it
Alana’s and Tom’s
parents or sports fans
who are talking? Do
you think they’re at
school or at the XGames?
Note how well pupils can understand the information in the interviews after listening
to CD once, twice, three times.
Post-lesson
6. Choose a post-lesson task from Section 3 to review and consolidate forms of past
tense verbs.
Primary Year 5 Scheme of Work
153
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 114 (Speaking 20)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Simple past tense:
regular and irregular verbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Choose a pre-lesson task to revisit content of X Games Superstars text.
Speaking
Speaking
Lesson delivery
2.1
2.1.2
Communicate
simple information
intelligibly
Find out about and
describe
experiences up to
now
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.5
Understand a
sequence of
supported questions
2 Pupils do p.66, Activity 4 Use It! Explain they’re going to think about their
experiences of sport. Follow instructions in Teacher’s Book p.80 Exercise 4. Ask:
How do you spell winning / competing? Remind pupils of spelling rules for -ing (See
p.45 Student’s Book).
3. Pupils work with a different partner from Step 2. They report what first partner
said e.g. (name of pupil) wants to learn… He/She wants to travel to… He/She wants
to/doesn’t want to become a star because… He/She can/can’t do any dangerous…
Choose pupils to report on partner’s answers to questions.
CCE – Values – Ask pupils examples of dangerous things some people do at work
(e.g. fire fighters, police, acrobats). Find out if they think that doing something
dangerous is always exciting.
4. Pupils do Optional Activity: Listening p.80 in Teacher’s Book. Explain each
sentence has a mistake. After dictating each sentence, stop and ask: What’s the
mistake? Don’t tell pupils if they are correct at this point.
5. Read aloud appropriate parts of audio script p.151 Exercises 2 and 3 in Teacher’s
Book. Pupils listen to sentences and identify mistakes. (1 five – six; 2 gold – silver; 3
one year ago – two years ago; 4 easy – difficult)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.66
Teacher’s Book
p.80
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 3: Write the
sentence starters on
the board or on a
worksheet for pupils
who are hesitant about
describing their
partner’s experiences.
More proficient pupils
can describe a
partner’s preferences in
Activity 4 Number 3.
Note how well pupils describe their experiences and their partner’s experiences of
sport.
Post-lesson
6. Do Post-lesson Task 10: What about You? to reflect on learning of new
vocabulary and past forms of verbs.
Primary Year 5 Scheme of Work
154
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 115 (Reading 20)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: Simple past tense:
regular and irregular verbs
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Pupils close their books and do Warm-up in Teacher’s Book p.81.
Reading
Reading
Lesson delivery
3.2
3.2.3
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Complementary
Skill
Listening
1.1
Recognise and
reproduce target
language sounds
Complementary
Skill
Listening
1.1.1.
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
2. Pupils do p.67, Activity 1. Follow instructions in Teacher’s Book p.81 Exercise 1.
Write on board verbs from previous lesson – ‘learn’, ‘go’, ‘start’, ‘do’. Ask: Which two
verbs are regular? What is the past form of the verbs? What is the past form of go
and do?
3. Write on board ‘Young Talent Superstars’. Give the handout with 11 irregular
verbs to each pupil. Pre-teach: dive, professional, contract. Pupils do Activity 2.
Follow instructions in Teacher’s Book p.81 Exercise 2.
4. Pupils in pairs write Abdul on one piece of paper, Martin on another piece.
Explain you are going to read out some questions about the two superstars. If the
answer is Abdul, one pupil holds up Abdul, if Martin, partner holds up Martin. Ask
some questions, e.g. Who is the long jumper? Who is from Norway? See which
pairs get most answers correct.
CCE – Patriotism – Ask pupils if they think it’s better to do an individual sport or a
team sport and why. Find out if they would like to represent Malaysia in an individual
or a team sports completion.
5. Pupils do Activity 3, CD2.17. Follow the instructions in Teacher’s Book p.81
Exercise 3. Ask: Can you think of another past verb with /t/ sound at end? (talked,
liked). Repeat with /d/ (scored, tried) and /id/ (competed, wanted)
Note pupils who can guess meaning of words provided by topic and other known
words e.g. practise, goal, score, train.
Post-lesson
6. Pupils in pairs decide if they would like to interview Fu or Martin and say why.
They think of two questions to ask. Choose pairs to say their questions.
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.67
Teacher’s Book
p.81
At Step 3:
Handout with
alphabetical list of
13 irregular past
verbs for Activity 2
and in next
lesson:
be: was, were;
become: became;
come: came;
do: did;
drink: drank;
eat: ate;
give: gave;
go: went;
have: had;
run: ran;
see: saw;
spend: spent;
swim: swam
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 3: Encourage
pupils to ask politely
the meaning of words
they don’t know by
writing on board:
‘Excuse me, what
does…mean?’
155
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 116 (Writing 20)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past time expressions:
last (day/month/year), in (month/year), on (day), ago
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. See Pre-lesson Task 7: Beat the Teacher. Choose ‘compete’ to review verbs.
Writing
Writing
Lesson delivery
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high-frequency
words accurately in
independent writing
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.1
Communicate
simple information
intelligibly
Give detailed
information about
themselves
2. Do a quick oral review of names of days and months. Elicit: week, minute.
Remind pupils how to say years. Pupils do p.67, Activity 4. Follow instructions in
Teacher’s Book p.81 Exercise 4. Ask: Are any of the blue words the same in Malay?
3. Write on board: ‘Last weekend I…’,’ In (past month) I…’, ‘On (day before) I…’
‘When I was (age) I…’. Complete the sentence starters with examples from your life.
Ask: Am I talking about the past or now? Pupils then give examples about
themselves. In pairs, they take turns to complete each sentence orally then choose
three sentences to write. Check work.
4. Pupils do Activity 5, Use It!. Follow the instructions in Teacher’s Book p.81
Exercise 5.
5. Pupils do Finished?. They use different sentence starters to write the true and
false statements from those they used in Step 3. Pupils in pairs take turns to say a
statement and partner says if it’s true or false.
6. Pupils in small groups think of three questions they would like to ask their
favourite sports star in an interview and write them down. Choose a pupil from a
group to be in the ‘hot seat’ at front of class. Explain they role-play the sports star
they chose. He/She gives you their three questions. Choose three pupils to ask a
question and pupil in hot seat answers them. Repeat with other groups.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4 and 5
p.67
Teacher’s Book
p.81
At Step 4:
Handout of past
irregular verb
forms to each
pupil from
previous lesson
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 5: More
proficient pupils can
write 4 or 5 true/false
sentences, less
proficient pupils can
write 2 or 3. It would be
better to pair pupils
who are not close
friends and therefore
less likely to know if the
statements are true or
not.
Note pupils who make mistakes when spelling past verb forms in gap-fills and in
sentences.
Post-lesson
7. Choose a post-lesson task from Section 3 to review pronunciation of past tense
verbs.
Primary Year 5 Scheme of Work
156
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 117 (Language Arts 20)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: The Dark
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: coordinating conjunctions
– and
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
2.
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Lesson delivery
Complementary
Skill
Complementary
Skill
Writing
Writing
4.2
4.2.5
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Connect sentences
into one or two
coherent
paragraphs
using
basic coordinating
conjunctions
and
reference pronouns
Primary Year 5 Scheme of Work
3.
4.
5.
6.
7.
8.
Teacher displays a few pictures that contain bright and dark scene (e.g. a dark
and a bright bedroom).
Teacher gathers pupils’ opinions about the scenes.
Ask pupils to tick the lines that are the same.
Teacher conducts a reading session, where pupils only read the lines that are
the same.
Teacher asks the pupils to look at the picture and tries to figure out the
differences between the light and the dark, whether they like it or not.
Pupils pair up and they have to come up with two reasons of their choice.
Ask the pupils to combine their sentences using coordinating conjunctions –
‘and’.
Pupils find other pairs to produce more sentences. (e.g. I like the dark
because … and …)
MATERIALS /
REFERENCES
Anthology of
Poems
Page 22 – 23
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher allows pupils
to have as many
sentences as possible.
(Strategy 3)
Post-lesson
9.
Ask pupils to tell about things in their bedroom by using coordinating
conjunction – and (e.g I’ve got a teddy bear and a ball).
157
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 118 (Consolidation 12)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
ICT
LANGUAGE/GRAMMAR FOCUS: Present simple and past
tense verbs: do / did, is / was. Nouns: strategy, simulation,
rally; Adjectives: fun, exciting, boring, complicated, terrible
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.4
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported
classroom
instructions
Complementary
Skill
Speaking
2.2
Communicate
simple information
intelligibly
Complementary
Skill
Speaking
2.2.1
Keep interaction
going in short
exchanges by
asking suitable
questions
1. Write video games on board. Pupils close books and do Warm-up on p.111 in
Teacher’s Book.
Lesson delivery
2. Pre-teach: ‘strategy’, ‘simulation’. Say the words and pupils repeat after you.
Pupils look at names of games and their covers on p.97. Elicit ideas about what the
games are about. Pupils in pairs do Activity 1.
3. Give each pupil a handout with the table. Pupils do Activity 2, CD3.15. Follow
instructions in Teacher’s Book p.111 Exercise 2. When checking, ask questions
using do, did, is, was e.g. Which game did Elsa play? What type of game is that?
Write on board: boring, complicated, terrible. Elicit opposite adjectives (exciting,
easy, great/excellent). Ask: What do you think is boring / complicated / terrible?
4. Pre-teach: ‘designer’, ‘graphics’, ‘characters’. Pupils do Activity 3, CD3.15. Follow
instructions in Teacher’s Book p.111 Exercise 3. Ask: Which game would you like to
play My World, World Rally or Hero? Why?
5. Pupils do Activity 4, CD3.16. Follow the instructions in Teacher’s Book p.111
Exercise 4. Ask: Who gave the best score for a game, Elsa, Finn, Chen or Steph?
CCE – ICT – Ask pupils why they think video games are popular (prompt with words
such as interactive, exciting sounds and action, amazing cyber world, 3-D images).
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.97
Teacher’s Book
p.111
At Step 3: A
handout for each
pupil with the
table in Activity 2
enlarged so pupils
can write the
words more easily
in the correct rows
and columns.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
For pupils who find long
instructions hard to
follow, break them into
shorter commands and
simplify vocabulary e.g.
Activity 2: Study the
key phrases. Listen to
people talking about
video games. Complete
the table.
Note pupils who don’t understand activity instructions when you read them aloud.
Post-lesson
6. Pupils in pairs or small groups say a video game they like, what they do in the
game and give it a score out of 10.
Primary Year 5 Scheme of Work
158
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 119 (Listening 21)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Simple past tense: was,
wasn’t, were, weren’t, went
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.3
1.3.1
Use appropriate
listening
strategies in a
variety of contexts
Guess the meaning
of unfamiliar words
from clues provided
by other known
words
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.1
Understand the
main idea of simple
texts of two
paragraphs or more
Primary Year 5 Scheme of Work
1. Write on board: ‘Last weekend’. Pupils answer Think! question p.68. See
instructions in Teacher’s Book p.82.
Lesson delivery
2. Pupils do Activity 1, CD2.18. Ask: Which words tell you Alfie was happy on
Saturday? (great, brilliant). Do you think Lois was happy? How do you know? (Yes,
she says ‘Good thanks.’)
3. Pupils do Activity 2, CD2.18. Follow the instructions in Teacher’s Book p.82
Exercise 2. After listening and checking, ask: Which numbers are questions? (1, 3,
4, 5). Which number has ‘when’ but isn’t a question? (6). Explain number 2 is an
exclamation. It has an exclamation mark at the end. Ask: When do you think we use
an exclamation mark? (when surprised, when very happy e.g. ‘Mmm!’ in a recipe).
4. Pupils do Optional Activity: Speaking using the same dialogue in Step 3. Follow
instructions in Teacher’s Book p.82.
5. Write ‘Peter’, ‘Kathy’, ‘Rachel’ on board. Pupils do Activity 3, CD2.19. Follow
instructions in Teacher’s Book p.82 Exercise 3. Pupils write the three names in
notebook. Explain you are going to read 3 statements. They write a number beside
the name: 1) This person went to a tennis match. 2.) This person went to a
restaurant; 3) This person went to the cinema. Listen again to check.
Note progress pupils are making when using clues to guess meaning of unfamiliar
words;
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.68
Teacher’s Book
p.82
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 4: Pause audio
after each dialogue to
allow slower pupils time
to write notes. If
necessary, repeat CD
track before moving on
to next dialogue.
Encourage pupils to
write one or two words
rather than a complete
sentence e.g. wasn’t
great, cinema,
Saturday, boring.
Post-lesson
6. Choose a post-lesson task to review topic vocabulary and language.
159
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 120 (Speaking 21)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Creativity and
Innovation
LANGUAGE/GRAMMAR FOCUS: Simple past tense: was,
were, went
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
Complementary
Skill
Writing
4.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Complementary
Skill
Writing
4.3.1
Use capital letters,
full stops, commas
in lists and question
marks in
independent writing
at discourse level
1. Write on board: ‘How are you?’ ‘How old are you?’ ‘How many brothers/sisters
have you got?’ ‘How was your last birthday party?’ Point to a question. Pupils give
you two or three responses to each question. How quickly and accurately did they
respond?
Lesson delivery
2. Pupils look at photo of Lois and Alfie on p.68. Elicit language pupils remember
about their dialogue at top of page. Prompt with key words they said e.g. weekend,
football match, brilliant, goals, brother, text me.
3. Pupils in pairs do Activity 4. Follow the instructions in Teacher’s Book p.82
Exercise 4.
4. Pupils with a different partner do Activity 5, Use It!. Explain the two pictures are
called posters and read words on them aloud. Say they are going to be creative.
They imagine they went to the rock concert or the American diner last weekend.
Follow instructions p.82 Exercise 5 in Teacher’s Book. Choose pupils to say their
dialogues. Ask the class: Was the rock band amazing or terrible? Repeat question
for the American Diner.
5. Pupils do Optional activity: Speaking. See Teacher’s Book p.82, end column.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4 and 5
p.68
Teacher’s Book
p.82
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
Provide positive
feedback to pupils after
they narrated imagined
event in the past. Take
the opportunity to take
notes on mistakes with
past verbs and at end
of lesson draw all
pupils’ attention to
these.
CCE – Creativity and Innovation - Ask pupils if it’s important to imagine past events
and why. Also ask if they think it’s important to imagine things in the future.
Note how well pupils can imagine and describe an event in the past.
Post-lesson
6. Pupils look at the posters of the concert and restaurant again and draw a simple
poster to advertise the event they imagined at Step 5.
Primary Year 5 Scheme of Work
160
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 121 (Reading 21)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Simple past tense regular
and irregular verbs: called, completed, continued, broke, won
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Pupils answer Think! question at top of p.69. See p.83 in Teacher’s Book.
Reading
Reading
Lesson delivery
3.2
3.2.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information and
details of two
paragraphs or more
Complementary
Skill
Complementary
Skill
Reading
Reading
3.3
3.3.1
Read
independently for
information and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
2. Tell pupils they are going to read a profile. It’s a short description of someone.
Pre-teach: ‘was born’, ‘sprint race’, ‘to break a world record’, ‘successful’ Before
pupils read, ask: What words are you looking for in the text to answer the questions?
(a place and a date). Pupils do p.69, Activity 1.
3. Pupils do Activity 2. Write on board: ‘Paragraph 1 Paragraph 2 Paragraph 3.’
Follow instructions p.83 Exercise 2 in Teacher’s Book. When checking answers
choose pupils to write numbers 1–7 below paragraphs 1, 2, 3 on board.
CCE – Values – Ask pupils if they think it’s important to be successful in life and
why. Also ask what they would like to be successful at doing.
4. Pupils do Activity 3. Explain the meaning of ‘basic information’ and ‘problems’.
Elicit problems a sports star can have e.g. injuries, unwell. Follow instructions p.83
Exercise 3 in Teacher’s Book.
5. Pupils close books. In pairs they take turns to say a sentence about Bolt’s life.
Can they say two sentences each? Choose pupils to say a sentence to the class.
Pupils open books and say one more sentence each from a different paragraph.
Ask: Are the sentences in this text long or short? (long)
Note pupils who are motivated to read the text and pupils who find it hard reading
long sentences.
Post-lesson
6. Write on board: ‘now’, ‘when’, ‘after’, ‘at’, ‘on’, ‘first’. Put pupils in two teams. Read
aloud sentences in Optional activity: Writing p.83. Pupils look at words on board, put
up hand and say missing word. Give a point if correct. Which team has most points?
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.69
Teacher’s Book
p.83
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 2: Less
proficient pupils will
need more time to read
the text. If necessary,
put them in a group and
read text quietly to
them.
See also Strategy 6:
Questions
At Step 2: Give more
proficient pupils an
open question as well
as the closed one e.g.
Why do you think he is
the one of the most
successful athletes?
161
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 122 (Writing 21)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Simple past tense regular
and irregular verbs, e.g. was, won; Phrases: At the age of..,
when he was…
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Produce a plan or
draft of one or two
paragraphs for a
familiar topic and
modify this
appropriately in
response to
feedback
2. Pupils read Key Phrases for p.69, Activity 2 again. Put cards with numbers face
down on a table at front of class. Choose a pupil to turn over a card, say the number
and pupils read the key phrase with that number. Repeat until all numbers used.
Complementary
Skill
4. Pupils exchange profile with a partner and read it. They draw a smiley face for:
date and place where born; facts about sport competitions; sport star’s life now;
some past tenses; some past time expressions.
Complementary
Skill
Writing
4.2
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Writing
4.2.5
Connect sentences
into one or two
coherent
paragraphs using
basic coordinating
conjunctions and
reference pronouns
Primary Year 5 Scheme of Work
1. Draw a mind-map on board. Pupils brainstorm words about Usain Bolt. Write
words and phrases they say around mind-map. Ask: Which information is about life
when he was young? Which is about his life now?
Lesson delivery
3. Pupils do Activity 4, Use It!. To help with content give half the class handout A
and half the class handout B. They use your notes and the seven key phrases to
write three short paragraphs about the sports star. Tell pupils they can use any other
information they know about the sports star. Remind pupils to use some past tenses
and past time expressions. They can also look at p.67 to see time expressions.
5. Find out from pupils what they think they did well and what they would like to
improve.
Note progress made in using a plan to help pupils write text in paragraphs.
Post-lesson
6. Do Post-lesson Task 4: Correct the Mistake from Section 3 to focus on spelling of
past tense verbs and past time expressions.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.69
Teacher’s Book
p.83
At Step 2: cards
with a number
from 1–7 on them
At Step 3: Two
handouts (A and
B) with different
notes about two
popular sports
stars (teacher to
choose) – when
and where born,
sport competitions
took part in,
successes
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 3: Less
proficient pupils might
need help to organise
paragraphs. Tell them
to write 1, 2, 3 beside
each and encourage
them to write short one
clause sentences.
Expect more proficient
pupils to write longer
sentences with
conjunctions.
162
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 123 (Language Arts 21)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: The Dark
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship
LANGUAGE/GRAMMAR FOCUS: Vocabulary (similar and
suitable word replacement)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
5.3
5.3.1
1.
2.
Express
imaginative
response
literary texts
an
Ask pupils to close their eyes and imagine that they are in the dark room.
Each pupil has to figure out ways to see in the dark. (e.g. switch on the light,
use the handphone, etc.)
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Lesson delivery
Complementary
Skill
Complementary
Skill
7.
8.
Speaking
Speaking
9.
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
to
Primary Year 5 Scheme of Work
3.
4.
5.
6.
Teacher invites pupils to reproduce a stanza based on the poem.
Teacher brainstorms the possible things to change with pupils (e.g. my head to
my hands).
Teacher asks pupils to be in pairs and each pair has to choose a stanza to be
adapted.
In pair, pupils write the adapted stanza on the piece of a paper by using a pen
and somewhere on the paper, the pair writes the initials (e.g. Suheil and
Hafizuddin, as S&H).
Pupils blacken the paper using pencils.
Pupils exchange their blackened stanza with other pairs and the other pairs
need to erase in order to read and narrate the adapted stanza.
Then, they need to find the hidden initial of the original pair and let the rest of
the class to guess the writers of the stanza.
MATERIALS /
REFERENCES
Anthology of
Poems
Page 22 – 23
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Poetry
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher differentiates
the outcomes by the
numbers
of
words
changed
from
the
original poem.
(Strategy 3)
Post-lesson
10. Pairs exchange their adapted stanza to be checked in terms of spelling and
punctuations. [Post-lesson Task 4 - Correct the mistake]
11. Then, pupils return the stanza back to be corrected by the original writers.
163
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 6)
LESSON: 124 (Language Awareness) 6
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Sport
CROSS-CURRICULAR ELEMENT: Language and
Creativity
LANGUAGE/GRAMMAR FOCUS: Review of language
learned in Unit 6
CONTENT
STANDARD
LEARNING
STANDARD
Language
Awareness
lessons should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking,
Reading or
Writing). Teachers
can use Year 5
Content and
Learning
Standards in
DSKP curriculum
document.
Language
Awareness lessons
should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking, Reading
or Writing).
Teachers can use
Year 5 Content and
Learning Standards
in DSKP curriculum
document.
LEARNING OUTLINE
Pre-lesson
1. Review language from Unit 6 with an activity from list of pre-lesson tasks.
MATERIALS /
REFERENCES
English Plus 1
2. Pupils do Activities 2, 3 and 6. Follow instructions in Teacher’s Book p.84
Exercises 2, 3 and 6. Pupils work with different partner to read dialogues in 3 and 6.
Student’s Book
Activities 2, 3, 6
p.70
Activity 2
p.71
3. Explain pupils are going to be creative. In small groups they do Activity 2, Sport
Art. Follow instructions in Teacher’s Book p.85 Exercise 2.
Teacher’s Book
p.84 and p.85
Lesson delivery
Note:




Plan further activities for this unit to develop language skills according to your
pupils’ needs.
You can use information about your pupils’ performance which you collected
using formative assessment strategies while teaching this unit.
The information could include your observation of pupils interacting in
classroom activities and their performance in written activities.
Plan activities which focus on language practice in a meaningful, fun and
communicative way.
At Step 3: Paper
for drawings
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
*Some pupils will need
support understanding
and completing the
self-assessment
worksheet.
Post-lesson
4. *Pupils think about their learning and performance in this unit. They complete selfassessment worksheet.
5. Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.
Primary Year 5 Scheme of Work
164
How did I do in Unit 6?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
�
�
�
…talk about different sports
Great ____
OK ____
A little____
…read for specific information
Great ____
OK ____
A little____
…talk and write about past events
Great ____
OK ____
A little____
…write a profile about a sports star
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
165
WEEK: __
Unit 7
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 125 (Listening 22)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
ICT
LANGUAGE/GRAMMAR FOCUS: Nouns: moustache,
beard, height; Adjectives: round, short, average, slim
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.1
1.1.1
Recognise and
reproduce target
language sounds
Recognise and
reproduce target
language
phonemes
intelligibly
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
Complementary
Skill
Speaking
2.1.1
Give detailed
information about
themselves
1. Draw on board a stick person and write ‘Describing people’. Pupils brainstorm
words about people’s features from previous learning e.g. tall /small, curly/ fair/
straight hair, brown/ blue eyes, wears glasses. Write words around stick figure.
Lesson delivery
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.72
2. Pupils do p.72, Activity 1. Follow instructions in Teacher’s Book p.86 Exercise 1.
Ask: Which adjective is similar to short? (small) Which is similar to slim? (thin)
Teacher’s Book
p.86–87
CCE – ICT – find out what pupils know about avatars e.g. an image of a person, for
online games, can move them around, change them. Ask if they play video games
with avatars and what they like about avatars.
At Step 5: paper
for each pupil to
write their three
sentences for
teacher to collect
and put in a
container
3. Pupils do Activity 2, CD2.21. Follow the instructions in Teacher’s Book p.86
Exercise 2. Pupils should practise saying their sentences to a partner. Make sure
pupils say factual, positive descriptions about themselves.
4. Explain that pupils are going to listen for words with long sounds. Pupils do
Activity 3, CD2.22. Follow instructions in Teacher’s Book p.87 Exercise 3. Write on
board: ‘hear’, ‘loud’, ‘square’, ‘white’. Pupils identify sound and say number 1–4.
5. Write on board ‘Spot the mistake’. Pupils use sentences they wrote about
themselves in Activity 2 but change two adjectives. They write them on paper and
put their name on the back. Collect sentences and put in a container. Take one out,
say the name of the pupil and read description to class. Pupils put up their hands if
they spot the mistake. Choose pupils to say the mistakes then ask the pupil who
wrote the sentences if they’re right or wrong.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
At Step 4: Give positive
feedback about attitude
and effort to pupils who
do their best to listen
carefully to sounds but
can’t identify odd one
out and who find some
sounds hard to
reproduce
Note pupils who try hard to recognise and reproduce specific sounds.
Post-lesson
6. Choose a post-lesson task to review new vocabulary to describe people.
Primary Year 5 Scheme of Work
166
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 126 (Speaking 22)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Nouns: moustache,
beard, height; Adjectives: round, short, average, slim
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.5
Communicate
simple information
intelligibly
Describe people,
places and objects
using suitable
statements
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.4
Understand a
sequence of
classroom
instructions
1. Write on board: hair, light, mouth, fair, ear, round, height, beard. Say words aloud.
Pupils find rhyming words. Ask: Which rhyming words have the same spelling
sound? (fair / hair, mouth /round, ear / beard)
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
p.72 and 73
Lesson delivery
Activity 4
2. Tell pupils they are going to describe an avatar. First, they brainstorm vocabulary
then draw a stick figure and write adjectives and nouns around it. Pupils do p.72,
Activity 4. Follow instructions in Teacher’s Book p.87 Exercise 4.
Teacher’s Book
p.87
3. Pupils look at Key Phrases on p.73. Read them aloud. Ask: Which phrase tells us
the speaker is positive? (I’m sure). Which phrases show the speaker isn’t positive?
(I’m not sure, Maybe/Perhaps).
At Step 2: Paper
for each pupil to
draw and label a
stick figure
4. Display drawings of avatars on wall and write a number on each drawing. Put
pupils in two teams A and B. Give instructions. Look at the drawings. Think about
how to describe them. One pupil from team A describes an avatar aloud. One pupil
from team B identifies it. Say the number on drawing and use a Key Phrase to give
the answer. If correct, your team gets a point. If your English is good, your team gets
a second point. Repeat so that teams have 5 or 6 turns each. Which team identified
most avatars? Which team had the most accurate English?
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 2 expect fewer
sentences to describe
an avatar from less
proficient pupils.
Encourage more
proficient pupils to write
detailed descriptions.
At Step 4: Be ready to
repeat the instructions
CCE – Creativity and Innovation – Explain that innovation is when people think of a
new idea. Find out if pupils think they were innovative when inventing their avatars.
Note how well pupils describe details of their avatar and those who needed support.
Post-lesson
5. Choose a post-lesson task to review vocabulary for describing people.
Primary Year 5 Scheme of Work
167
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 127 (Reading 22)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Nouns: skin; Adjectives:
curly, cute, bald, blonde, spiky
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.4
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Use with support
familiar print and
digital resources to
check meaning
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.5
4. Ask: Which words helped you to name the famous people? e.g. 3) glasses in real
life, 5) bald now, 8) straight and blonde. Elicit ideas about what would help to
answer numbers 1, 2, 4, 6 and 7 e.g.1) Now her hair is long and white, 2) In real life
his hair is very short but not spiky, 4) Now he’s got short spiky hair, 6) Now it’s long,
curly and blonde, 7) In real life it’s black, long and quite curly.
Communicate
simple information
intelligibly
Describe people,
places and objects
using suitable
statements
5. Pupils in pairs look at Activity 5 p.61. They choose one child in the drawings and
take turns to describe him or her. Partner guesses using Key Phrases on p.73.
1. Follow instructions for Pre-lesson Task 4: I’m Going To... Relate lesson goals to
reading skills e.g. I’m going to guess some words/check the meaning of new words.
Lesson delivery
2. Show a few photos of Malaysian celebrities on the board. Write: ‘Who is it?’.
Pupils read p.73 Key Phrases again. Choose pupils to read them aloud. Pupils in
pairs say one phrase each when they guess who is in the photo. Ask who thinks
they know the celebrity. Find out how many used each phrase with a show of hands.
3. Pupils in mixed-ability pairs do Activity 7, Use It!. Point out the second speech
bubble has two key phrases. Do 1 as example. Explain that ‘now’ and ‘in real life’
help to identify the actor in the photos. Follow instructions in Teacher’s Book p.87
Exercise 7.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 7
p.73 and p.61
Teacher’s Book
p.87
At Step 2: A few
photos of
Malaysian
celebrities to show
on board for
pupils to identify
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 3: Tell some
pairs of pupils with
hesitant readers to
answer questions 2, 3,
5, 6, 8 in the quiz
CCE – Values – Ask pupils if they think it’s important to be able to describe people
and ask why or why not. Elicit situations when they describe someone in their L1.
Note how well pupils use words and images to check meaning of new vocabulary
Post-lesson
6. Pupils do Post-lesson Task 2: Make Connections. Use the small photos of actors
and body vocabulary on p.72 and 73 e.g. Madonna and Lady Gaga have long hair.
Primary Year 5 Scheme of Work
168
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 128 (Writing 22)
MAIN SKILL FOCUS: Writing
THEME: World of Stories
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Simple past tense
affirmative and negative e.g. had/didn’t have
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.1
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
Reading
Reading
3.2
3.2.1
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand the
main idea of simple
texts of two
paragraphs or more
1. Write on board: He had long hair. She had curly hair. Ask: Who had long hair in
the films? Who had red curly hair? Pupils look at photos a–h p.72–73 to check.
Lesson delivery
2. Pupils do p.75 Activity 5. Follow instructions in Teacher’s Book p.89 Exercise 5.
3. Write on board: ‘Harry Potter’. Pupils put hands up if they know the name. Explain
they’re going to read a short story about the actor who was Harry Potter in the films.
Follow instructions in Teacher’s Book p.89 Exercise 6. Check pupils understand the
meaning of ‘tutor’. Ask: How many paragraphs did you read? Did you enjoy them?
CCE – Values – Ask pupils if they think very young actors have problems because
their lives aren’t normal. Ask: What is a normal life for children?
Primary Year 5 Scheme of Work
4. Explain pupils are going to write sentences that tell a story about them. Pupils do
Activity 7. Tell them to write ‘I’ at the start of each sentence and the past tense of the
verb, or ‘didn’t’ and the verb. Do number 1 as an example. When finished, they
compare orally with a partner using words in speech bubbles in Activity 8, Use It!.
Choose pairs of pupils to say dialogues.
5. Tell pupils they’re going to write a story about what they did last weekend. Pupils
do Finished?. They can use the verbs in Activity 7 and they can also imagine some
things they did. Follow instructions in Teacher’s Book p.89, Finished?.
Note pupils who wrote the story of their weekend using past simple verbs accurately
and those who need help to write the past form of verbs.
Post-lesson
6. Pupils in small groups read their story to the others. They find out if anyone did
same things and guess which things were imagined. Choose a pupil from each
group to say which pupils in their group did something the same and what it was.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
p.75
Activities 5–8
Teacher’s Book
p.89
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 6: Types
of question
At Step 4: Encourage
more proficient pupils
to write why they went
to or didn’t go to
another country last
year and why they
played or didn’t play
video games last
weekend
At Step 5: Support less
proficient pupils to write
about their weekend by
asking closed
questions e.g. Did you
play/go to/watch/visit?
169
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 129 (Language Arts 22)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: have/don’t
have/reasoning
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Complementary
Skill
Complementary
Skill
Reading
Reading
3.3
3.3.1
Read
independently for
information
and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
Primary Year 5 Scheme of Work
Teacher poses a question “If you have a lot of money, where do you want to
travel to?” Every pupil shares his/her favourite destinations.
Lesson delivery
2.
3.
4.
5.
6.
Teacher goes through with the cover and the blurb with the pupils. Teacher
brainstorms pupils’ ideas about the book.
Put pupils into smaller group and each group does a group reading from page
6 to page 13.
Each group has to choose one panel that they think is impossible to happen in
real world and why (e.g. Panel 3 page 10 – we don’t have a tiny person in the
real world).
Each group shares their selection and reasons through 1 Stay 3 Stray activity.
Teacher repeats Step 3 to Step 5 and this time around, each group has to
figure out the reasons why Gulliver has a comb, silver coin and a watch in his
pocket (e.g He has ______ because _____). Accept any plausible answers.
MATERIALS /
REFERENCES
Gulliver’s Travels
by
Jonathan Swift
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Graphic Novel
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher
encourages
pupils to come up with
more than one reason if
possible.
(Strategy 3)
Post-lesson
7.
Each pupil has to choose a single thing that they want to put in their pocket
when they travel to a foreign land.
170
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 130 (Consolidation 13)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Environmental Sustainability
LANGUAGE/GRAMMAR FOCUS: Prepositional phrases: at
the back/front, in the middle, on the left/right, next to
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Write on board: ‘Talking about a photo’. Do Warm-up in Teacher’s Book p.112.
Listening
Listening
Lesson delivery
1.2
1.2.2
Understand
meaning in a
variety of familiar
contexts
Understand with
support specific
information and
details of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Listening
Complementary
Skill
1.2
Listening
Understand
meaning in a
variety of familiar
contexts
1.2.5
Understand a
sequence of
supported
classroom
questions
Primary Year 5 Scheme of Work
2. Pupils in pairs do Activity 1. Check answers. Ask: Are the people in the three
photos happy? How do you know? (They’re smiling. They’re with friends/family.)
3. Pupils do Activity 2, CD3.17. Write on board: ‘cooking’, ‘cookery club’. Elicit
meanings. Follow instructions in Teacher’s Book p.112 Exercise 2. Also ask: Who is
on the left of the photo? (Jack) Is he next to Beth? (no)
4. Write on board ‘Suzi’, ‘Jack’, ‘Mark’, ‘Beth’, ‘Amy’ (not in order of dialogue). Pupils
do Activity 3, CD3.17. Ask further questions e.g. When did they go to the cookery
class? (yesterday) Who went to see the doctor? (Mark) How does Suzi describe the
chocolate cakes? (amazing, delicious)
5. Pupils do Activity 4, CD3.18. Follow the instructions in Teacher’s Book p.112
Exercise 4
6. Pupils brainstorm family names. Write these on board and if not mentioned add:
‘son’ , ‘aunt’, ‘sister’, ‘uncle’, ‘grandmother’, and ‘grandfather’. Pupils in pairs do
Activity 5, Use It! Follow instructions in Teacher’s Book p.112 Exercise 5.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–5
p.98
Teacher’s Book
p.112
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Steps 3 and 4: Play
the CD more than once
for pupils who can’t
remember all the
details and pause CD if
necessary
CCE – Environmental Sustainability – Pupils look at photo B. Ask if they know any
rules about looking after the countryside. Ask: Why is the countryside important ?
Note how well pupils understood the dialogue and progress they’ve made in
understanding specific information.
Post-lesson
7. Write on board Where is the video game? Pupils in pairs look at photos of video
games on p.97 again. They use the Key Phrases and take turns to ask and answer
where the games are e.g. Which video is in the middle/on the right…? Choose
pupils to describe where the games are. Ask: Does everyone agree?
171
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 131 (Listening 23)
MAIN SKILL FOCUS: Listening
THEME: World of Stories
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogatives: When, What, Where, How was / did, Did he ?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Pupils do Think! question top of p.76. Follow instructions in Teacher’s Book p.90.
Listening
Listening
1.2.
1.2.3
CCE – Values – Ask pupils if they think it’s difficult to be different from other people
and why. Also ask what makes people different and why we should value everyone.
Understand
meaning in a
variety of familiar
contexts
Understand with
support longer
simple narratives on
a range of familiar
topics
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Reading
3.2.3
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Lesson delivery
2. Write on board: ‘The story of the tallest man who ever lived’. Pre-teach: ‘gentle
giant’, ‘university’, ‘qualification’, ‘circus’. Before listening, read aloud each past
tense question slowly. Ask: Is the story about the man now or in the past? Pupils do
Activity 1, CD2.25. Follow instructions in Teacher’s Book p.90 Exercise 1.
3. Read the question for Activity 2 aloud. Pupils predict the answer. They listen to
podcast CD2.26 and when finished, they put hands up if prediction was correct.
4. Pupils do Activity 3, CD2.26. Explain that when pupils hear a number, they write it
in digits not words. Give example on board: ‘2’ not ‘two’. Follow instructions in
Teacher’s Book p.90 Exercise 3. Ask: How many numbers are in the answers? (6).
What are they? (1918, 2 (twice) 17, 800, 22). What is 1918 (a date). What is 2?
(number of brother and sisters). What is 17? (age he left school). What is 22?
(number of towns he went to in USA).
5. Pin up measurement paper on wall or door. Show pupils a metre ruler. Ask pupils
how tall they are. Measure smallest and tallest pupil using strip of paper. Write
measurements on board e.g.1m 45cm and say them. Pupils look at the bar chart on
p.76. They read heights that Robert reached at different ages. Ask: How old was he
when he was about your height? (under 6 years old!)
Note if the questions and answers helped pupils to understand the longer text.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.76
Teacher’s Book
p.90
At Step 5: A metre
ruler, and pin a
strip of paper to
wall or door
marked with 1m,
1m 10cm, 1m
20cm, 1m 30cm,
1m 40cm, 1 m
50cm
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs and
Strategy 4: Time
At Step 2: to help less
proficient pupils, pause
the CD after the words
went to school, left
school, went to
university, got a
qualification, got a job,
got married, had
children, travelled, died.
Also, allow them more
time to write the past
tense verbs before
moving on.
Post-lesson
Choose a post-lesson task from Section 3 above to review content of text.
Primary Year 5 Scheme of Work
172
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 132 (Speaking 23)
MAIN SKILL FOCUS: Speaking
THEME: World of Stories
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Financial Education
LANGUAGE/GRAMMAR FOCUS: Simple past tense regular
and irregular verbs: travelled, went, grew up, left, got, spoke
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.1
Communicate
simple information
intelligibly
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
Writing
Writing
4.2
4.2.1
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
1. Write on board: ‘The smallest man who ever lived’. Ask pupils what’s wrong with
the title. (tallest not smallest) Say numbers from the story and elicit what they are
e.g. 2 – he had two sisters. 17 – the age he left school
Lesson delivery
2. Pupils do Optional Activity: Listening. Follow instructions in Teacher’s Book p.90.
Say: Write the two numbers as digits not words.
CCE – Financial Education – Pupils look at bar chart on p.76 again. Ask when pupils
look at or draw bar charts in school. Explain bar charts are useful for showing
money e.g. pocket money pupils get each week, when pupils use money (on buses,
in shops, at cinema). Ask: which other diagrams can you use to show money? (e.g.
pie chart; line graph; table)
3. Pupils do Activity 4. Choose pupils to read past form of verbs in blue in text. Write
on board: ‘was born’, ‘grew up’, ‘went to school’, ‘left school’, ‘got a job’, ‘got
married’, ‘had children’, ‘travelled to’. Pupils use these to write a short story. Say
they can write a negative sentence e.g. He/She didn’t go/travel to… Explain that if
pupils don’t know any information about a person in their family, they can write
sentences using Key Phrases on p.73 e.g. Maybe he/she … I’m not sure if
he/she… I think he/she played (type of sport) liked (type of music).
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4 and 5
p.76
Activity 4
p.73
Teacher’s Book
p.90
After Step 2:
Example of a bar
chart with different
amounts of money
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
At Step 3: Provide
positive feedback about
pupils’ sentences and
use of past verbs in
affirmative and
negative forms. Ask
how pupils can improve
their writing in
sentences with
mistakes.
4. Choose pupils to tell their story. When they hear a past verb, pupils write it down.
Check verbs pupils write and the spelling.
5. Pupils do Activity 5 Use It! Follow instructions in Teacher’s Book p.90, Exercise 5.
Note pupils who can give detailed information about a family member orally and in
writing.
Post-lesson
6. Choose a post-lesson task to review orally past verbs related to pupils’ lives.
Primary Year 5 Scheme of Work
173
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 133 (Reading 23)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogative word order: What / When did he...? Did he…?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading 3.2.3
3.2
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Complementary
Skill
Writing
4.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Complementary
Skill
Writing
4.3.2
Spell a range of
high-frequency
words accurately in
independent writing
1. Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the
world) Pupils do Warm-up p.91 in Teacher’s Book.
Lesson delivery
2. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first question as
an example. Follow instructions in Teacher’s Book. p.91. Exercise 1. Ask: How does
the table help you to write correct sentences? (e.g. can see word order, can use it to
write more questions about the past) This develops analysing skills – HOTS.
3. Pupils do Activity 2. Tell them to look at the table to help them. Choose pupils to
read questions and say extra words (1 do, 2 what, 3 does, 4 travels, 5 finished).
4. Pupils look at the two photographs on p.77. Ask: Where did you see the Avatar
with blue skin? (p.72). Elicit ideas about who the man is and the link between him
and the Avatar film e.g. He’s an actor. He acted in the avatar film. (False but accept
all ideas and don’t correct at this step.)
CCE – Creativity and Innovation – Explain that when pupils make links between
words, they develop creative thinking. Ask when pupils make links in school subjects
e.g. shapes in maths, places in geography, materials in science, paintings in art.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
p.76 (part of
Activity 1)
Activities 1–3
p.77
Teacher’s Book
p.91
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 5 some pupils
may need more support
than the question
starters in order to write
the questions about the
reading text. Provide
them with jumbled
words to reorder (as in
Activity 2).
5. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. Follow
instructions in Teacher’s Book p.91, Exercise 3. Pupils look at photos again. Ask:
What do you think a film director does? And a truck driver? Who can tell us what an
Oscar is? Also ask: Why was the Avatar film important?
Note pupils who guessed the meaning of words from words they already knew and
from clues in the photos and title.
Post-lesson
6. Choose a post-lesson task to review content of reading text.
Primary Year 5 Scheme of Work
174
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 134 (Writing 23)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogative word order: What / Who did you...? Did you…?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.1
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Give detailed
information about
themselves
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
1. Elicit short sentences with past tense verbs about film director in previous lesson.
Provide prompts e.g. Went to … in Canada. Became truck…, Made Avatar…
Lesson delivery
2. Write on board, ‘famous city’, ‘famous actor’, ‘famous sports star’. Pupils give
examples of each. Write some examples on board below three categories. Pupils do
p.77, Activity 4. Follow instructions in Teacher’s Book p.91, Exercise 4.
3. After pupils ask and answer questions about their paragraph, ask: Did any pairs
have the same city, actor and sports star? Pupils memorise their paragraph. Choose
pupils to say it aloud to class. Can they remember all the words?
4. Activity 5, Use It!: Pupils look at Q3. Provide a question starter on board: ‘When
did you last go...?’ Pupils write all the questions in Activity 5 then with a partner take
turns to ask and answer. Choose pairs to ask and answer questions aloud. Ask
class after each: Does anyone have the same information?
CCE – ICT – Ask if pupils saw Avatar or Avatar 2 or if they would like to see them.
Find out if they think watching computer-generated characters and images are
better than watching cartoons or real-life actors and ask why or why not.
5. Pupils in small groups do Finished? They look at questions in Activity 5 again.
Ask: Which two sentences are the longest? Tell them to count the number of words.
(Sentences 3 and 8 – eight words) Challenge pupils: Can you make another
sentence with 8 words or a sentence with more than 8 words? Choose a pupil from
each group to say their sentence. Which group has the longest?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4, 5 and
Finished?
p.77
Teacher’s Book
p.91
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Steps 2 and 4: Less
proficient pupils will
need help to write the
questions. Copy a
completed table in
Activity 1 or make a
new one for these
pupils to use as
support.
Note pupils who need support to write information about themselves in the past.
Post-lesson
6. Pupils write their imaginary paragraphs with a drawing for display on wall.
Primary Year 5 Scheme of Work
175
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 135 (Language Arts 23)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: True and False
statements
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3
Express
imaginative
response
literary texts
an
to
5.3.1
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Teacher reads a sentence and pupils have to sit down if the sentence is false
and stand up if the sentence is correct (e.g. Gulliver was a giant in Liliput –
True). [Pre-Lesson Task 5 – Sit down Stand up]
Lesson delivery
2.
3.
4.
5.
Pupils are put in pairs and given a set of statements.
Pupils will guess whether the statements are true or false by writing T or F at
the end of each statement.
Teacher informs pairs to read Chapter 3 of the book and they need to verify
their guesses.
Upon completion, teacher informs pupils that they need to choose any
statements to be acted out in front.
Pairs act out their chosen statement and others will guess whether it is true or
false (make sure most of the pairs have the opportunities to act out).
Complementary
Skill
Complementary
Skill
6.
Reading
Reading
Post-lesson
3.2
Understand
a
variety of linear
and
non-linear
print and digital
texts by using
appropriate
reading strategies
3.2.2
Understand specific
information
and
details
of
two
paragraphs or more
7.
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
Gulliver’s Travels
by
Jonathan Swift
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Graphic Novel
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher
gives
opportunity for each
pair to choose either to
act out or read the
statements.
(Strategy 5)
Pupils rewrite the false statements to become true statements.
176
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 136 (Consolidation 14)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Adjectives: curly, spiky;
Simple past tense irregular verbs: went, saw, left, had, got
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.4
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Use with support
familiar print and
digital resources to
check meaning
Complementary
Skill
Complementary
Skill
Writing
Writing
4.3.2
4.3
Spell a range of
high-frequency
words accurately in
independent writing
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Primary Year 5 Scheme of Work
1. Pupils do Pre-lesson Task 6: Finger Writing. Choose familiar past verbs to spell.
Start with easy spelling e.g. went. Progress to more challenging e.g. travelled.
Lesson delivery
2. Write on board: ‘Spot the mistakes!’. Pupils do p.80, Activity 1. Hand out
dictionaries to each pupil and explain that if they can’t remember a word, look up the
meaning in the dictionary. Say nouns, adjectives, a verb and a conjunction are
wrong. Choose a pupil to read corrected paragraph aloud. Ask: Which adjectives,
nouns, verb and conjunction are wrong?
3. Check past tense of verbs in Activity 2. Pupils in pairs do Activity 2, using a
dictionary as necessary. Follow instructions in Teacher’s Book p.94, Exercise 2.
CCE – Values – Ask pupils if they think it’s important to go to university and to
travel. Ask: Why or Why not? Accept some L1 and translate when appropriate.
4. Draw a cross and a tick on board. Ask what they do in Activity 4. (cross means
use a negative form of the verb; tick means affirmative form.) Do 1 as an example.
Pupils do Activity 4. Follow instructions in Teacher’s Book p.94, Exercise 4.
5. Pupils do Activity 5 individually then in pairs. Change 5 from secondary school to
primary school. Follow instructions in Teacher’s Book p.94, Exercise 5.
Note pupils’ progress when checking meaning of words in text and sentences. Also
note the accuracy of their written sentences.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2, 4, 5
p.80
Teacher’s Book
p.94
At Step 3:
Dictionaries for
each pupil
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
Less proficient pupils
will need more time to
complete each activity.
Fast finishers can write
additional sentences to
paragraph in Activity 1
to describe the man
e.g. clothes (He’s
wearing…).
feeling (He looks…)
age (I think he’s
about …)
Post-lesson
6. Write on board Activities 1, 2, 4, 5. Pupils in small groups decide which activity
was the easiest and which was the hardest to do. They also say which one they
liked doing. Ask groups for their opinions and why an activity was easy, hard,
enjoyable? This task develops pupils’ evaluating skills – HOTS.
177
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 137 (Listening 24)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogatives: When / Where did…? How old were you? Did
you…? What was…?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.4
Understand
meaning in a
variety of familiar
contexts
Understand a
sequence of
supported
classroom
instructions
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
Complementary
Skill
Speaking
2.1.2
Find out about and
describe
experiences up to
now
1. Pupils do Think! question at top of p.78. See Think! p.92 in Teacher’s Book. The
task of imagining develops pupils’ creative thinking – HOTS.
Lesson delivery
2. Pupils do Activity 1, CD2.27. Read the three instructions aloud. Check pupils
understand what they have to do. Follow instructions in Teacher’s Book p.92,
Exercise 1. After listening, ask: Were the sentences you put in the gaps correct?
Pupils correct any that are wrong.
3. Write on board: ‘Doing an interview. Interviewer/Pop star’. Pupils do Activity 2,
CD2.27. Read instructions aloud. Check pupils understand the three things they
have to do. Ask: What’s the question you’re going to answer? (Which Key Phrases
does the interviewer ask? Which Key Phrases does the pop star ask?)
Follow instructions in Teacher’s Book p.92, Exercise 2.
4. After listening, check answers by choosing six pupils to read an answer aloud.
Choose another six pupils to write number of the Key Phrase beside name of the
interviewer or pop star on the board.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.78
Teacher’s Book
p.92
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 5: Assign less
proficient pupils the role
of pop star and more
proficient pupils the role
of interviewer. Put
pupils in mixed ability
pairs.
5. Pupils do Activity 3. Assign pupils their roles, interviewer or pop star. Choose two
or three pairs to act out the interview. Interviewers can mime holding a microphone.
Famous people can change their accent to sound older or American. Ask: Do the
pupils sound like the interviewer and pop star on the CD?
Note pupils who understand the two sets of classroom instructions and those who
find understanding more than one instruction hard.
Post-lesson
6. Choose a post-lesson task from Section 3 to review content of dialogue.
Primary Year 5 Scheme of Work
178
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 138 (Speaking 24)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Values
LANGUAGE/GRAMMAR FOCUS: Present tense: What can
I do? Why don’t you..? Past tense: e.g. When did you first.. ?
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.1
2.1.3
Communicate
simple information
intelligibly
Ask for, give and
respond to simple
advice
2. Pupils look at the two photos of students role-playing interviewer and pop star at
top of p.78 again. Explain the pop star wants the interviewer to give her advice. Give
each pupil a handout and read dialogue below aloud:
Complementary
Skill
Complementary
Skill
A Pop star: What can I do?
B Interviewer: Why don’t you…?
C Pop star: Really? That’s interesting. Yes, of course. Good idea. (Key Phrases)
Writing
Writing
4.2
4.2.2
Explain that A is the pop star. She’s asking for advice. B is the interviewer and he is
giving advice. C is the pop star . She is saying what she thinks about the advice.
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Ask for, give and
respond to simple
advice
1. Pupils do Pre-lesson Task 4: I’m Going To... They choose goals to improve
speaking skills. Provide examples such as: I’m going to say more words. I’m going
to have good pronunciation/intonation.
Lesson delivery
4. Elicit ideas about advice for the pop star. Give example: Why don’t you sing in a
band? Why don’t you play the piano and sing? Read study strategy aloud. Explain
‘react’ can be with gestures e.g. surprise, shock. Pairs use five suggestions on
handout and ABC dialogue to ask and give advice orally.
5. Pupils write ABC dialogue using ideas at Step 4. Monitor pupils as they work.
6. Pairs role-play dialogue. Ask after each: How did the pop star react to the advice?
(e.g. She/He was happy/quite happy. She/He liked/didn’t like the advice.)
CCE – Values – Ask pupils if they think it’s important to ask about other people’s
feelings. Elicit times when they do this (e.g. if someone is sad/sick/worried)
Note how well pupils can ask for and give advice orally and in writing.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.78
At Step 2: Handout
for each pupil with
A, B, C dialogue
and examples of
giving advice e.g.
1. go to Malaysia to
sing?
2. sing in Malay?
3. travel around the
world?
4. act in a film?
5 write music for a
video game?
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please
see the seven
differentiation
strategies at Section
4.
At Step 5: Encourage
more proficient pupils
to give their own
advice
At Step 6: Cards
with situations e.g. I
want to start a new
hobby/play another
sport/visit another
country etc.
Post-lesson
7. Hand out cards to small groups of pupils. They take turns to pick up a card and
read it. The others give advice and pupil with card responds.
Primary Year 5 Scheme of Work
179
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 139 (Reading 24)
MAIN SKILL FOCUS: Reading
THEME: World of Stories
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Simple past tense
interrogatives: who, what, when, how, where did / was / were
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.3
3.3.1
Read
independently for
information and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts of interest
Complementary
Skill
Complementary
Skill
Writing
Writing
4.3
4.3.1
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Use capital letters,
full stops, commas
in lists and question
marks appropriately
in independent
writing at discourse
level
1. Write on board ‘The story of your life’. Pupils do Warm-up p.133 in Teacher’s
Book. Write a few examples on board to get them started.
Lesson delivery
2. Explain that pupils are going to read and listen to a song called The Story of your
life. They do p.119, Activity 1 CD3.36. Follow instructions in Teacher’s Book p.133,
Exercise 1 Ask: How would you describe the boy on the right/in the middle?
3. Pupils in pairs do Activity 2, CD3.36. Follow instructions in Teacher’s Book p.133,
Exercise 1. Ask: Do you think it’s a good song? Is it a good story? Why or why not?
4. Ask: Which two verses have got information about the boy? (3, 6). Write on board
‘The story of (boy’s name) life’. Class decides on a name for the boy. Write it in title
on board. Ask: Which pronoun do you use? (he, his). Pupils write two paragraphs
about boy 1. In first paragraph they use the language in first six lines of verse 3. In
second paragraph, the first four lines in verse 6. After writing paragraphs, they check
pronouns, verbs, conjunctions. Choose pupils to read paragraphs aloud. Ask: What
differences are there between their story about the boy and the song in the book?
5. Pupils do Activity 3. They compare with a partner then check questions. Pupils in
pairs take turns to ask and answer the questions about themselves. Choose pairs to
read questions and answers aloud. Did any pairs have the same answers?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.119
Teacher’s Book
p.133
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 3: Less
proficient pupils may
need suggestions
about what they liked or
didn’t like about the
song, so write on board
e.g. the music, the
words, the kind of song
(happy/sad, long/short)
easy or difficult to
understand
Note how accurately pupils wrote the paragraphs about the boy.
Post-lesson
6. Pupils in pairs imagine three more things about the boy’s life then compare with
another pair. Choose pupils to share their ideas.
Primary Year 5 Scheme of Work
180
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 140 (Writing 24)
MAIN SKILL FOCUS: Writing
THEME: World of Stories
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language and
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Simple past tense regular
and irregular verbs e.g. grew up, wanted; Homophones:
fun/one; sun/son
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.5
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Connect sentences
into one or two
coherent
paragraphs using
basic coordinating
conjunctions and
reference pronouns
Complementary
Skill
Listening
1.1
Recognise and
reproduce target
language sounds
Complementary
Skill
Listening
1.1.1
Recognise and
reproduce with little
or no support a
wide range of target
language
phonemes
1. Write on board ‘The story of your life’. Pupils brainstorm words and phrases that
they remember from the song. Write them on board.
Lesson delivery
2. Pupils listen to song again p.119, CD3.36. Explain that most songs have rhyming
words at end of some lines. Ask: What word in first verse rhymes with where?
(there). Pupils read second verse and find a rhyme (fun, one). Repeat with other
verses: Verse 3 (long, song) 4 (where, there) 5 (fun, one) 6 (none: ‘song’ repeated).
3. Write on board ‘wrong’, ‘son’, ‘chair’, ‘sun’, ‘strong’, ‘bear’. Pupils in pairs match
these with pairs of words that rhyme in Step 2. Help pupils to notice words with
same sound but different spelling e.g. fun, one, son, sun.
4. Pupils do Activity 5, Use It!. Follow the instructions in Teacher’s Book p.133,
Exercise 5.
5. After pupils talk about their imagined life in Step 4, they write ‘The story of your
life’ using sentence starters in box. They check spelling, punctuation and past verbs.
Pupils swap texts with a partner and read them. Partner draws 1–5 stars to say how
much they like the life story. Choose pupils to imagine they are 60 and to read texts
aloud with an old person’s voice.
CCE – Creativity and Innovation – Explain pupils were innovative when they used
the song to imagine they were 60 and they were creative to think and write about
their past life. Ask if any old people in their families talk about their life when they
were young. Find out if they enjoy listening to their stories about the past.
Note pupils who are confident at writing an imagined life and those who need help.
Post-lesson
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 5
p.119
Teacher’s Book
p.133
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 6: Types
of question
At Step 5: Less
proficient pupils may
need support to think of
ideas for their
imaginary past lives.
Ask, write on board or
on a handout questions
such as: What things
did you do when you
were a child/a
teenager? Where did
you go after school?
Where did you travel
to? Who did you meet?
What jobs did you do?
Did you marry and
have any children?
6. Choose a post-lesson task to review language presented in the song.
Primary Year 5 Scheme of Work
181
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 141 (Language Arts 24)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: There is/There are
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3
5.3.1
Express
imaginative
response
literary texts
an
to
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Complementary
Skill
Complementary
Skill
Writing
Writing
4.2
4.2.4
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Describe
people,
places and objects
using
suitable
statements
Primary Year 5 Scheme of Work
Teacher provides lines for pupils to guess the words by giving letters for teacher
to verify whether the letter is present in the word (focus word: giant, Liliput,
Belfuscu). [Pre-Lesson Task 7 – Beat the teacher]
Lesson delivery
2.
3.
4.
5.
Teacher puts pupils into smaller groups and informs pupils to read Chapter 4
together.
Each group has to draw two different scenes – at Liliput and the Land of Giants.
Pupils can choose to adapt from the panels or create the new one based on
their imagination.
Then, teacher asks the pupils to draw themselves in the pictures (They are
giant at Liliput and they are tiny at the Land of Giants).
Then, ask them to describe the scene in the pictures (e.g. There is a tiny palace
in the picture at Liliput) (There is/There are).
MATERIALS /
REFERENCES
Gulliver’s Travels
by
Jonathan Swift
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Graphic Novel
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
In
terms
of
the
descriptions
of
the
drawn items teacher
accepts words, phases
or full sentences.
(Strategy 3)
Post-lesson
6.
Shout out time – pupils predict on what will happen to Gulliver in the next
chapter.
182
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 7)
LESSON: 142 (Language Awareness 7)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Growing up
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of language
learned in Unit 7
CONTENT
STANDARD
LEARNING
STANDARD
Language
Awareness
lessons should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking,
Reading or
Writing). Teachers
can use Year 5
Content and
Learning
Standards in
DSKP curriculum
document.
Language
Awareness lessons
should be
presented and
practised using a
Main Skill and a
Complementary
Skill (Listening,
Speaking, Reading
or Writing).
Teachers can use
Year 5 Content and
Learning Standards
in DSKP curriculum
document.
LEARNING OUTLINE
Pre-lesson
1. Review language from Unit 7 with an activity from list of pre-lesson tasks.
Lesson delivery
2.Pupils do Activity 1. They read the boys’ names in top row of table. Ask: Who is on
the left/right/in the middle? Pupils read sentences individually then work in pairs to
complete table. Follow instructions in Teacher’s Book p.95 Exercise 1.
3. Pupils in pairs do Activity 2 and do Activity 5 individually. Follow instructions in
Teacher’s Book p.95 Exercises 2 and 5.
4. Find out which activity pupils found easiest to do and which the hardest and ask
why.
Note:




MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2, 5
p.81
Teacher’s Book
p.95
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
*Some pupils will need
support understanding
and completing the
self-assessment
worksheet.
Plan further activities for this unit to develop language skills according to your
pupils’ needs.
You can use information about your pupils’ performance which you collected
using formative assessment strategies while teaching this unit.
The information could include your observation of pupils interacting in
classroom activities and their performance in written activities.
Plan activities which focus on language practice in a meaningful, fun and
communicative way.
Post-lesson
4. *Pupils think about their learning and performance in this unit. They complete selfassessment worksheet.
5. Collect worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in future lessons.
Primary Year 5 Scheme of Work
183
How did I do in Unit 7?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
�
�
�
…describe people
Great ____
OK ____
A little____
… talk, write and ask questions about
events in the past
Great ____
OK ____
A little____
… listen for specific information about
people’s lives
Great ____
OK ____
A little____
…role-play an interview and ask for
and give advice
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
184
WEEK: __
Unit 8
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 143 (Listening 25)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Environmental
sustainability
LANGUAGE/GRAMMAR FOCUS: Nouns: washbag,
suitcase, rucksack, tent, insect spray, guidebook, mosquito
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.3
1.3.1
Use appropriate
listening
strategies in a
variety of contexts
Guess the meaning
of unfamiliar words
from clues provided
by other known
words
Complementary
Skill
Listening
1.2.
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.2
Understand with
support specific
information and
details of longer
simple texts on a
range of familiar
topics
1. Write on board ‘Going away’ and say this is the topic for Unit 8. Pupils answer
Think! question at top of p.82. Follow instructions in Teacher’s Book p.96.
Lesson delivery
2. Pupils in pairs do Activity 1, CD2.29. Read aloud the 20 words in blue in the quiz.
Pupils listen and follow the words in each question then match words to photos. If
they don’t know a word, encourage them to look at clues in the photos. Pupils listen
to the CD and check answers. Ask: Which words were hard to match with the
photos? e.g. (phrasebook, guidebook; swimming costume, trunks). Explain the
difference between them. Ask: Which words are similar in Malay? (phrase book –
buku frasa, shampoo – syampu)
3. Pupils with a different partner do Activity 2. Ask: Which things have you both got?
CCE – Environmental Sustainability – Pupils say which objects are made of plastic.
Ask why plastic is bad for the environment. Find out which plastic objects they think
can be made from other materials e.g. bamboo toothbrush, metal water bottle,
sleeping bag made of recycled materials.
4. Pupils do Activity 3. Follow instructions in Teacher’s Book p.96 Exercise 3.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–4
p.82–83
Teacher’s Book
p.96–97
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Step 4: Some pupils
will need more time to
read the quiz and
answer the multiplechoice questions. Tell
them to do quiz
numbers 1, 4, 6, 7, 8. If
they have time, they
can answer some
more.
5. Pupils look at photos in Activity 1 again. They check how many words they
remember. Encourage pupils to say: Please could you tell us what number … is?
6. Explain they are going to listen to four people talking about things they take on
holiday. Pre-teach ‘mosquito’. Pupils do Activity 4, CD2.30. Follow instructions in
Teacher’s Book p.96 Exercise 4.
Post-lesson
7. Follow instructions in Pre-lesson Task 9: Memory Chain. This task can also be
done at the end of a lesson. Write on board: ‘Last year I went camping and I took…’
Primary Year 5 Scheme of Work
185
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 144 (Speaking 25)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Environmental
sustainability
LANGUAGE/GRAMMAR FOCUS: Present simple tense
affirmative: I think we need…It depends where…It’s good to
have…
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Write on board ‘Going camping’. Brainstorm words from previous lesson.
Speaking
Speaking
Lesson delivery
2.1
2.1.4
Communicate
simple information
intelligibly
Ask about and
describe future
plans
2. Explain pupils are going to listen to the four people talking about their holidays
again. This time they listen for places the people like to go to. Pupils do p.83,
Activity 5, CD2.30. Follow instructions in Teacher’s Book p.97 Exercise 5. Write on
board ‘Michelle’, ‘Paul’, ‘Simon’, ‘Lydia’ and ‘Sophie’. Ask: Who likes camping
holidays? (Paul). Who loves going on a beach holiday? (Michelle). Who thinks it’s
always good to have a camera on holiday? (Lydia and Sophie). Who thinks a torch
and penknife are important on a camping holiday? (Simon).
Complementary
Skill
Complementary
Skill
3. Write on board ‘I think we need… It’s good to have… It depends where…’ Groups
do Activity 6, Use It!. Follow instructions in Teacher’s Book p.97 Exercise 6.
Writing
Writing
4.2
4.2.3
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Narrate factual
events and
experiences of
interest
CCE – Environmental Sustainability – Write ‘Eco-holidays’ on board and elicit pupils’
ideas about what these could be. Explain that eco-holidays are when people stay in
the natural environment and make sure they protect it. Ask pupils why it’s important
to look after the environment and ask what they can do on a holiday to protect it.
5. Write on board: ‘walk on paths’, ‘carry drinks and food in a rucksack’, ‘have
picnics in special areas’, ‘put rubbish in a rucksack’, ‘explore woods and beaches on
foot’. Pupils in small groups agree on three ways they are going to protect nature on
a camping holiday. They write them on pieces of paper. Collect all ideas then read
them aloud. Ask after each group’s ideas: Why is this an eco-camping holiday?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 5 and 6
p.83
Teacher’s Book
p.97
At Step 5 paper
for each group to
write ideas
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 3 and 5: Make
mixed ability groups so
that less proficient
pupils can hear ideas
and build on them.
Focus on positive ways
to help the environment
rather than using many
‘don’t’ statements.
Post-lesson
6. Choose a post-lesson task from Section 3 to review vocabulary and phrases for
talking about holidays
Primary Year 5 Scheme of Work
186
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 145 (Reading 25)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Information and
ICT
LANGUAGE/GRAMMAR FOCUS: Adjectives: cool,
expensive, boring, new, huge, new; Noun: cousin; Verb: surf
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.2
3.2.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information and
details of two
paragraphs or more
Complementary
Skill
Complementary
Skill
Listening
Listening
1.2
1.2.3
Understand
meaning in a
variety of familiar
contexts
Understand with
support longer
simple narratives on
a range of familiar
subjects
1. Pupils answer Think! question at top of p.84. Follow instructions in Teacher’s
Book p.98.
Lesson delivery
2. Write ‘Class News’ on board. Read aloud the three lines below ‘Class News’
about what pupils are going to do in the summer. Pupils do p.84, Activity 1. Follow
instructions in Teacher’s Book p.98 Exercise 1.
3. Pupils look at the webpage ‘Class News’ again. Explain it’s from a school website.
CCE – ICT – Find out what pupils know about functions of a webpage e.g. the name
and purpose of 1) the long thin box at the top of page (address bar – to look for
websites), 2) the thin dark blue line below (menu bar – gives a choice of things to
look at). Ask: What instruction is below the texts? (Post your comments now).
Explain this means write about your holiday plans on the website. Elicit ideas about
comments the class would post.
4. Pupils cover the ‘Class News’ text with paper or a book to develop listening skills.
Pupils do Activity 2, CD2.31. Follow instructions in Teacher’s Book p.98 Exercise 2.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1 and 2
p.84
Teacher’s Book
p.98
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 6: Types
of question
At Step 4: Some pupils
may need guidance to
answer specific
information. Support by
asking additional
questions e.g. What are
you looking for? 1) a
time, 2) a number etc.
5. Pupils look at words in blue. Find out the words they know e.g. new, cold. Ask:
What’s the opposite of new and cold? Write on board ‘cool’, ‘expensive’, ‘boring’,
‘huge’. Give pupils clues so they can predict meanings of e.g. This word means
something costs a lot of money. This word means a city is really good. If they can’t
guess from clues, give examples of something expensive, something really good
etc.
Note pupils who understand specific details in all the texts and those who need help.
Post-lesson
6. Choose a post-lesson task from Section 3 to review new and some familiar
vocabulary in text.
Primary Year 5 Scheme of Work
187
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 146 (Writing 25)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Language and
Financial Education
LANGUAGE/GRAMMAR FOCUS: Future plans: be going to
+ verb affirmative, negative and interrogative
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.2
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Spell a range of
high-frequency
words accurately in
independent writing
1. Pupils look at the three photos on p.84 again. Ask questions about what they
show. How much information can pupils remember about the holiday plans?
Lesson delivery
2. Pupils do Activity 4, Use It!. Follow the instructions in Teacher’s Book p.98
Exercise 4. Pupils write 3 or 4 sentences with different reasons to answer the first
question: Which holiday do you prefer and why?. They check work. Choose pupils to
read texts aloud. Find out with a show of hands the holiday most pupils prefer.
CCE – Financial Education – Say: Ciara wrote that Paris looks expensive. Elicit
examples of things pupils think are expensive. Ask if they think that expensive things
are better than cheap things and why or why not.
3. Pupils do p.85, Activity 1. Follow instructions in Teacher’s Book p.99 Exercise 1.
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
4. Write on board ‘future plans’. Read aloud the instruction and examples of future
plans at start of Activity 2. Elicit what the tick and cross mean. Pupils do Activity 2
and compare with a partner. Check answers. Choose pupils to say a sentence.
5. Write on board ‘be + going to + verb’, ‘be + not going to+ verb’. Pupils use these
with verbs in box in Activity 3 e.g. not going to see, going to come. Follow
instructions in Teacher’s Book p.99 Exercise 3. Ask: Did Luke post a comment or
write a letter? (write a letter).
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activity 4
p.84
Activities 1–3
p.85
Teacher’s Book
p.98 and 99
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 2: Provide
pupils with a word bank
with tricky spelling
words so they can
check them after writing
their sentences e.g.
because, friend, climb,
course, swimming.
Note pupils who wrote future plans with accurate spelling and those who made
spelling mistakes with high-frequency words.
Post-lesson
6. Pupils in small groups take turns to say something they are going to do and not
going to do on next holiday. Tell them to say e.g. I’m going to go to Paris. I’m not
going to go to London. They don’t say: I’m going to Paris. I’m not going to London.
Primary Year 5 Scheme of Work
188
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 147 (Language Arts 25)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation / Entrepreneurship
LANGUAGE/GRAMMAR FOCUS: Reasoning (because)
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.2
5.2.1
2.
Express personal
responses
to
literary texts
Explain in simple
language why they
like or dislike an
event, description or
character in a text
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.5
Communicate
simple information
intelligibly
Describe
people,
places and objects
using
suitable
statements
Teacher distributes pictures of the characters from the guidebook (page 56 –
60) at random so that each pupil will receive a random picture of the character.
Each pupil has to provide or say any details that they remember about the
characters.
Lesson delivery
3.
4.
5.
6.
7.
Pupils in pairs read Chapter 5 and teacher discusses the main events in the
chapter.
Teacher starts the discussion on the characters and their actions in the story.
Each pupil has to choose a character that they like the most and provide details
of the character (e.g. Glumdalclitch – takes care of Gulliver, etc.).
Upon completion, pupils pair up with others who choose the same characters
that they like and ask them to come up with reasons why they like that
character (e.g. I like Glumdalclitch because she loves Gulliver very much).
Teacher encourages pairs to come up with more reasons if possible (Accept
any plausible reasons).
MATERIALS /
REFERENCES
Gulliver’s Travels
by
Jonathan Swift
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Graphic Novel
Page 56 – 60
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Teacher provides a list
of ideas for pupils to
choose.
(Strategy 2)
Post-lesson
8.
Pop quiz – teacher provides each pupil with short MCQ questions where pupils
choose the best answer.
e.g.:
Gulliver was a tiny man in ____________.
(a) Liliput
Primary Year 5 Scheme of Work
(b) Blefuschu
(c) the Land of Giants
189
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 148 (Consolidation 15)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Language and
Patriotism
LANGUAGE/GRAMMAR FOCUS: Future plans: be going to
+ verb affirmative, negative, interrogative
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.1
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
form
Use capital letters,
full stops, commas
in lists and question
marks appropriately
in independent
writing at discourse
level
Complementary
Skill
1. Write on board Weekend plans. Follow instructions in Pre-lesson Task 4: I’m
Going To… Pupils say goals to improve writing skills e.g. ‘I’m going to write new
words about my plans’. ‘I’m going to check my spelling/punctuation’.
Lesson delivery
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4–6
p.85
2. Say your weekend plans using going to + verb, I’m not going to + verb. Pupils
write two of their weekend plans then compare with a partner. Ask for examples.
Teacher’s Book
p.99
3. Pupils look at photo of Colosseum on p.85. Ask who knows what it is and if it is
new or old. Say it’s an amphitheatre about 2000 years old. Gladiators and lions
fought there. Pupils do Activity 4. Follow instructions p.99 Exercise 4 in Teacher’s
Book.
CCE: If possible,
show photos of
the two heritage
sites
CCE – Patriotism – Explain that the Colosseum is an important world heritage site.
Ask pupils if they know any world heritage sites in Malaysia (e.g. Melaka and
George Town, Kinabalu Park). Ask: Why do you think these sites are important?
Writing
Complementary
Skill
4.2
Writing
4. Pupils do Activity 5, CD2.32. Say example question and knock gently on table for
stressed words: where, going, stay. Pupils repeat. Help pupils to notice that
numbers 1 and 4, 2 and 3 have the same stress patterns.
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
4.2.3
5. Pupils do Activity 6, Use It!. – instructions p.99 Exercise 6 in Teacher’s Book.
Narrate factual
events and
experiences of
interest
6. Explain pupils are going to imagine and plan a summer holiday. They do
Finished? Write on board: ‘Who with?’ ’Where to?’, ‘Where are you going to stay?’,
‘How are you going to travel?’, ‘What are you going to see /do/visit?’. Pupils use
ideas from p.85 to help write future holiday plans. Choose pupils to read texts. Ask:
Is it an exciting holiday?
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 1: Task
At Step 6: Less
proficient pupils are
likely to write basic
sentences and not as
many as more
proficient pupils.
Encourage more
proficient pupils to write
details of what they are
going to visit and do.
Note how well pupils can narrate plans for an imaginary summer holiday in future.
Post-lesson
7. Choose a post-lesson task from Section 3 to review future plans.
Primary Year 5 Scheme of Work
190
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 149 (Listening 26)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Science and
Technology
LANGUAGE/GRAMMAR FOCUS: Adjectives: extreme,
foggy, windy, icy, rainy, cloudy, snowy, stormy, temperature
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.3
1.3.1
Use appropriate
listening
strategies in a
variety of contexts
Guess the meaning
of unfamiliar words
from clues provided
by other known
words
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.3
Understand with
support longer
simple narratives on
a range of familiar
topics
1. Write on board ‘Weather around the world’. Pupils do Think! question at top of
p.86. Follow instructions in Teacher’s Book p.100.
Lesson delivery
2. Explain that extreme weather means really cold/hot/wet/dry. Pupils look at the
four photos on p.86. Read aloud a definition of cloudy, icy, foggy, sunny. Pupils
match adjectives to one of the pictures. Pupils do Activity 1 and match the other six
adjectives to pictures. They listen to CD2.33 and check answers.
3. Show world map on board and point out India, California, Antarctica,
Newfoundland. Say these places have extreme weather. Pupils do Activity 2. Follow
instructions in Teacher’s Book p.100 Exercise 2. Ask four pupils to point to each
place on world map again. Pupils say if it’s the wettest, hottest, coldest, foggiest
place in the world.
4. Explain that weather scientists are called meteorologists. They study weather and
predict when extreme weather can happen. They also study climate change. Elicit
any extreme weather conditions in Malaysia and when they happen. Find out if
pupils would like to be a meteorologist. Ask: Why or why not?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.86
Teacher’s Book
p.100
At Step 3 and
Step 5: A world
map to show on
board
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 2: Type
and amount of support
At Step 5: Be ready to
play the interview more
than once and to pause
it if necessary, so less
proficient pupils can
fully understand the
audio script.
5. Pupils do Activity 3, CD2.34. Explain they are listening for general information
about what Stephanie is going to do in Antarctica, not specific details. Follow
instructions in Teacher’s Book p.100 Exercise 3. Ask: Where on the map is
Antarctica? Where is the Arctic? Choose pupils to point to the areas on the map.
Note pupils who can guess the adjectives from known words and clues in photos.
Post-lesson
6. Pupils in pairs take turns to say if they would like to be an explorer and give two
reasons why or why not. Tell pupils when they give a reason to say, That’s
because… or That’s because of…
Primary Year 5 Scheme of Work
191
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 150 (Speaking 26)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Science and
Technology and Global Sustainability
LANGUAGE/GRAMMAR FOCUS: Nouns: ice, snow,
temperature, research centre, seasons, in summer/winter
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.2
Use appropriate
communication
strategies
Agree a set of basic
steps needed to
complete short
classroom tasks
Complementary
Skill
Listening
1.2.
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.5
Understand a
sequence of
supported
classroom
instructions
1. Show world map on board. Pupils brainstorm weather words. Elicit information
about the Antarctica explorer in previous lesson. Ask different pupils to point to
Antarctica, the Arctic and the South Pole on the map.
Lesson delivery
English Plus 1
Student’s Book
Activities 4–6
p.86
2. Pupils do Activity 4. Follow instructions in Teacher’s Book p.100 Exercise 4. Find
out if pupils understand all three instructions for the activity.
Teacher’s Book
p.100
3. Tell pupils that in previous lesson they listened to the CD for general information
about the explorer. Explain that in this activity they listen for specific details. Pupils
do Activity 5, CD2.34. Follow instructions in Teacher’s Book p.100 Exercise 5.
Step 1 World map
to show on board.
CCE – Science and Technology – Ask pupils how they think computers can help
scientists at the research station in Antarctica e.g. to find out information about how
penguins live, where whales go, changes in weather, changes in the ice. Find out
why they think information about weather and animal life is important.
4. Pupils in pairs do Optional Activity: Listening, CD2.34. Follow instructions in
Teacher’s Book p.100.
5. Pupils in pairs do Activity 6, Use It!. First, they agree the steps they will take to do
the task e.g. who starts, which questions they ask each other, what language to use
to respond e.g. Do you agree? What do you think? I’m sorry, I don’t agree.
Follow instructions in Teacher’s Book p.100 Exercise 6.
Note pupils who find it hard to agree on steps to take in the pair-work task and
pupils who are able to identify steps to take.
Post-lesson
6. Choose a post-lesson task from Section 3 to review topic language
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 5: Put less
proficient pupils in pairs
so you can help them
to think of the steps the
task involves and also
help them with the
language they need to
agree with each other.
Note: The study
strategy involves
‘guessing answers
before listening’, but in
Activity 5 numbers 2, 3,
4, 5 also develop
pupils’ critical thinking –
HOTS.
192
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 151 (Reading 26)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Language,
Patriotism
LANGUAGE/GRAMMAR FOCUS: ‘Will’ for predicting: I/ you/
he/ she/ we/ they will / won’t + verb, there will / won’t + verb
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
1. Follow instructions Teacher’s Book p.101 Warm-up.
Reading
Reading
Lesson delivery
3.2
3.2.3
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Guess the meaning
of unfamiliar words
from clues provided
by title, topic and
other known words
Complementary
Skill
Writing
4.2
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Complementary
Skill
Writing
4.2.5
Connect sentences
into one or two
coherent
paragraphs using
basic coordinating
conjunctions and
reference pronouns
Primary Year 5 Scheme of Work
2. Pupils do p.87, Activity 1. Follow instructions in Teacher’s Book p.101 Exercise 1.
Explain you’re going to predict things e.g. I think you’ll feel tired and happy after this
lesson. I won’t be very hungry after my lunch. I think it’ll be hot and windy tomorrow.
Write on board ‘I’ll…’ ‘I won’t…’ ‘It’ll...’. Pairs make predictions using the starters.
3. Write on board ‘‘ll’, ‘won’t’. Elicit ‘apostrophe’. Ask: Which letters are missing?
(wi in ‘ll, o in won’t) Pupils do Activity 2. Follow instructions in Teacher’s Book p.101
Exercise 2. Explain we often say ‘it’ll’ when we speak and ‘it will’ when we write.
4. Pupils do Activity 5. Say they’re going to write a paragraph with predictions about
their partner and tell them to use and, but, or to link some predictions. Follow
instructions in Teacher’s Book p.101 Exercise 5.
CCE – Patriotism – Find out if pupils know about the famous rock in photo and
where it is (Uluru or Ayers Rock, Australia). Explain it’s in a National Park and that
national parks protect the nature and wild animals in them. Ask pupils if they think
it’s important to have national parks and find out what they know about Malaysia’s
national parks.
5. Pupils do Activity 6, Use It!. Follow instructions in Teacher’s Book p.101 Activity 6.
Ask: Who do you think will be a teacher/doctor/scientist/artist/film star etc?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2, 5
and 6
p.87
Teacher’s Book
p.101
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 4: Help less
proficient pupils to write
‘‘ll’ and ‘won’t’ in
predictions by writing
on board: e.g.
‘Ida will… She’ll… but
she won’t…’
‘Ahmad will…
He’ll…but he won’t…’
Post-lesson
6. Write on board: ‘I think I’ll + verb…’, ‘I won’t + verb …’. Pupils in small groups take
turns to make two predictions about their future using the sentence starters. Find out
if any pupils in the group made the same prediction.
193
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 152 (Writing 26)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: ICT and
Creativity
LANGUAGE/GRAMMAR FOCUS: be going to + verb, will
and won’t + verb
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.3
4.3.3
Communicate
with appropriate
language form
and style for a
range of purposes
in print and digital
media
Produce a plan or
draft of one or two
paragraphs for a
familiar topic and
modify this
appropriately in
response to
feedback
Complementary
Skill
Reading
3.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
1. Pupils answer Think! question at top of p.89. Follow instructions in Teacher’s
Book p.103.
Lesson delivery
2. Pupils look at the photo of London on p.89. Point out River Thames and boats on
it. Explain that Buckingham Palace is where the Queen lives and Covent Garden is
famous for markets and theatres as well as shopping. Pupils read the email and
answer questions Activity 1.
3. Pupils do Activity 2. Help them to find each Key Phrase e.g. Numbers 1 and 2 are
in line 1. Follow instructions in Teacher’s Book p.103 Exercise 2. Say: Gemma was
excited her friend was coming to stay with her. Ask: When do you get excited?
Complementary
Skill
4. Pupils do Activity 4, Use it!. They read the Writing Guide and make notes for
email in B Think and Plan. Pupils write their email using sentences starters in C as
support and the Key Phrases. Tell them to use going to, will and because in D of the
guide. They check their writing when finished.
Reading
Post-lesson
3.2.2
Understand specific
information and
details of two
paragraphs or more
Primary Year 5 Scheme of Work
5. Pupils swap emails with a partner. Partner’s draw a smiley face for writing each
paragraph in C in the Guide and for each part in D.
In the next lesson, pupils look at your feedback, read their email again and make
any changes.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1, 2 and
4
p.89
Teacher’s Book
p.103
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 4: Time
At Steps 2 and 3: Some
pupils will need more
time to read the email
and then to write an
email using the Writing
Guide. Tell them not to
write about the weather
(B6). Fast finishers
include weather and
expect them to have
more details about
what they’re going to
do.
194
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 153 (Language Arts 26)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Punctuations
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
5.3.1
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Lesson delivery
5.3
Express
imaginative
response
literary texts
an
to
Complementary
Skill
Complementary
Skill
Writing
Writing
4.3
Communicate
with appropriate
language
form
and style for a
range of purposes
in print and digital
media
4.3.1
Use capital letters,
full stops, commas
in lists and question
marks appropriately
in
independent
writing at discourse
level
Primary Year 5 Scheme of Work
2.
3.
4.
5.
6.
Follow Steps 1 to Step 5 (Activity 1: Join the pieces) in the guidebook.
Teacher writes “My favourite panels from the graphic novel” on the board.
Pupils pair up and teacher asks them to choose any two panels that they like
from the book and they are going to change the panel contents (dialogue,
scenery, and clothing) to suit Malaysian context. Teacher provides assistance in
creating the dialogue if necessary.
Teacher reminds pupils to check their punctuations.
Upon completion, pairs exchange their panel contents and they specifically
check for any punctuation mistakes to be corrected.
Once they have done the correction, pupils put their works and start taking turn
to read aloud their created dialogues while other pupils watch.
Post-lesson
7.
MATERIALS /
REFERENCES
Gulliver’s Travels
by
Jonathan Swift
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Graphic Novel
Page 67 – 69
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Pupils
who
face
difficulty can do the
task in the larger group
with
teacher’s
assistance.
(Strategy 2)
Pupils rate each other’s products through star rating (e.g 1 star – 5 stars)
195
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 154 (Consolidation 16)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Language and
Environmental Sustainability
LANGUAGE/GRAMMAR FOCUS: going to + verb
(affirmative, negative and interrogative), will and won’t + verb
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.2
Understand
meaning in a
variety of familiar
contexts
Understand with
support specific
information and
details of longer
simple texts on a
range of familiar
topics
Complementary
Skill
Complementary
Skill
Speaking
Speaking
2.1
2.1.4
Communicate
simple information
intelligibly
Ask about and
describe future
plans
1. Choose a pre-lesson task from Section 3 to review holiday vocabulary from any
page in Unit 8.
Lesson delivery
2. Write on board ‘affirmative’, ‘negative’ and check meaning. Pupils do p.90, Activity
3. First, read the example aloud and ask: Which sentence is affirmative? Which is
negative? Pupils do Activity 3. Compare sentences in pairs. Check answers.
3. Pupils do Activity 4. First, ask: Are you going to write affirmative and negative
sentences in this activity? (No, questions). Do number 1 as an example and point
out the question needs both ‘going to’ and ‘go’ - going to go.
4. Pupils read the instruction for Activity 5. Ask: What’s the same and what’s
different about Activity 4 and 5? (same – 4 and 5 need questions; different – 4
needs questions about future plans, 5 needs questions about predictions). Pupils do
Activity 5. They compare questions with a partner. Check answers. Ask: Which is
easier, Activity 4 or 5 and why?
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 3, 4, 5, 7
p.90
Teacher’s Book
p.104
At Step 5: Show a
map of Europe
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 5:
Learning preferences
and needs
At Step 5: Some pupils
will need to listen to the
CD more than once in
order to choose the
correct words and
phrases
5. Show map of Europe on board and point out France, Italy, Britain and the English
Channel between France and England. If marked on map, also show Dover. Pupils
do Activity 7, CD2.37. Follow instructions in Teacher’s Book p.104 Exercise 7.
CCE – Environmental sustainability – write on board ‘boat’, ‘car’, ‘bus’, ‘bike’, ‘train’,
‘plane’. Ask: Which transport do you think is the cleanest for the planet? Why is it
important to have clean transport?
Note pupils who identify details in the CD well and those who find this difficult.
Post-lesson
6. Find out which activity (3, 4, 5 or 7) was the easiest to do and which was the
hardest. Elicit reasons why a particular activity was easy or hard.
Primary Year 5 Scheme of Work
196
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 155 (Listening 27)
MAIN SKILL FOCUS: Listening
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Science and
Technology
LANGUAGE/GRAMMAR FOCUS: Nouns: forecast, coast;
Prepositional phrases: in the north/south/east/west; will +
verb, wont’ + verb
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Listening
Listening
1.2
1.2.3
Understand
meaning in a
variety of familiar
contexts
Understand with
support longer
simple narratives on
a range of familiar
topics
Complementary
Skill
Listening
1.2
Understand
meaning in a
variety of familiar
contexts
Complementary
Skill
Listening
1.2.2
Understand with
support specific
information and
details of longer
simple texts on a
range of familiar
topics
Primary Year 5 Scheme of Work
1. Write on board: ‘The weather forecast’. Explain that a forecast is when
meteorologists say what they think the weather will be like for the next few days.
Pupils do Warm-up in Teacher’s Book p.113.
Lesson delivery
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.99
2. Pupils look at the symbols at top of p.99. Ask: What do you think 26 and 18
mean? (how hot it is, how strong the wind is). Pupils do Activity 1.
Teacher’s Book
p.113
3. Draw a compass on board with north, south, east, west on it. Elicit where they can
see these words (on a map) Tell pupils they learned these words when describing
places on a map (see p.106). Pupils look at map of Britain on p.99 and find
Edinburgh, London, Brighton. Pupils do Activity 2, CD3.19. Follow instructions in
Teacher’s Book p.113 Exercise 2.
Note: The activity
at Step 2
develops pupils’
skills of deduction
– HOTS.
4. Pre-teach coast by pointing to the coastline around map. Ask: Does Malaysia
have a coast?. Tell pupils we say on the north coast but in the north. Pupils do
Activity 3, CD3.19. Follow instructions in Teacher’s Book p.113 Exercise 3. Before
listening, ask: Which question is about the weather now? (1). Which questions are
about Saturday’s weather? (3, 5).
5. Ask if pupils remember the three temperatures, and the very windy coast in
August. If not, play CD3.19 again. (17, 21, 20 degrees, very windy on south coast.)
Pupils draw three circles and write degrees in centre. Explain winds on the south
coast of Britain in August can be 40km per hour. They draw a wind symbol with 40.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
At Step 3: Provide
positive feedback to
pupils who find listening
to texts and writing
answers hard but who
get some words in the
table correct.
Encourage pupils to
look at details on the
map to help them
check meaning when
listening and reading.
Note pupils’ progress in listening and understanding longer texts.
Post-lesson
6. Choose a post-lesson task from Section 3 to review weather vocabulary and
language.
197
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 156 (Speaking 27)
MAIN SKILL FOCUS: Speaking
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Science and
Technology, Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS going to be + verb; will,
e.g. It’ll be…
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
MATERIALS /
REFERENCES
English Plus 1
Main Skill
Main Skill
Speaking
Speaking
2.2
2.2.2
Use appropriate
communication
strategies
Agree on a set of
basic steps needed
to complete short
classroom tasks
2. Pupils do Activity 4, CD3.20. First, ask them to point to Brighton on the map. Ask:
Which coast is it on? Follow instructions in Teacher’s Book p.113 Exercise 4.
Teacher’s Book
p.113
3. Pupils look at map again. Read aloud each city starting with Aberdeen and move
around the coast clockwise. Pupils repeat city names after you.
Complementary
Skill
4. Pupils do Activity 5, Use It!. They agree 1) who will first ask the questions, who
will give the forecast, 2) which city they will talk about, 3) questions they will ask
partner.
At Step 5: Paper
for pupils to draw
map of Malaysia
or copy the outline
of a map with
main places and
put on a handout.
Complementary
Skill
Speaking
2.3
Communicate
appropriately to a
small or large
group
Speaking
2.3.1
Narrate short basic
stories and events
1. Write on board ‘Weather Forecast’. Pupils brainstorm words and phrases from
previous lesson. They check vocabulary on p.99 Activity 1 and Key Phrases. How
many do they remember?
Lesson delivery
5. Show map of Malaysia on board. Give each pupil a handout. Pupils do Optional
activity: Speaking. Explain they are going to be creative. Follow instructions in
Teacher’s Book p.113. Write on board: ‘And now it’s time for the weather forecast’.
Tell pupils to start their forecast with these words from Activity 2.
CCE – Science and Technology – Ask pupils which school subject teaches them
about maps and places (Geography). Explain that geographers use science to study
Planet Earth. Ask if it’s important to understand the geography of places and their
weather. Ask: Would you like to be a TV weather forecaster? Why or why not?
Note progress in pupils’ speaking skills when interacting with a partner and when
presenting their forecast in front of the class.
Post-lesson
Student’s Book
Activities 4 and 5
p.99
At Step 5:
Handout with
weather data for
following day –
type, temperature,
wind speeds at
different places N,
S, E, W of
peninsula.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 5: Expect less
proficient pupils to use
all the language
support provided to
prepare and say a
weather forecast.
Expect more proficient
pupils to require less
support and include
more detail in their
forecasts.
6. Choose a post-lesson task from Section 3 to review the topic of weather
forecasts.
Primary Year 5 Scheme of Work
198
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 157 (Reading 27)
MAIN SKILL FOCUS: Reading
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Science and
Technology
LANGUAGE/GRAMMAR FOCUS: Nouns: theme park,
family ride, water ride, thrill ride, rollercoaster
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Reading
Reading
3.3
3.3.1
Read
independently for
information and
enjoyment
Read and enjoy A2
fiction/non-fiction
print and digital
texts
Complementary
Skill
Complementary
Skill
Reading
Reading
3.2
3.2.2
Understand a
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies
Understand specific
information and
details of two
paragraphs or more
1. Write on board ‘Theme Parks’. Pupils do Warm-up activity. Follow instructions in
Teacher’s Book p.125.
Lesson delivery
2. Pupils do p.111, Activity 1. Follow instructions in Teacher’s Book p.125 Exercise
1. Ask: Which word is the same in Malay? (rollercoaster) Which ride would you like
to go on?. Do a show of hands to find out the most popular ride and ask why pupils
like this ride. Tell them to start the sentence with their reason: I like the… because…
3. Pre-teach: ‘successful’, ‘safe’, ‘brave’. Pupils do Activity 2. Follow instructions in
Teacher’s Book p.125, Exercise 2. Ask: Where is the theme park? Would you like to
go to a theme park there?
4. Pupils look at photos 1–4 in Activity 1 again. Write on board Key Phrases from
p.73 and tell pupils to use them when deciding. With a partner they decide: 1) are
the rides safe or dangerous?, 2) do people need to be brave to go on them?, 3) is it
technology that makes them exciting? Choose pairs to give their opinions at front of
class. Call out numbers of rides 1, 2, 3, 4. Pupils put up hands if they think the ride
is safe. Repeat with 2) need to be brave, 3) need for exciting technology.
CCE – Science and Technology – Find out if pupils think it’s important a theme park
has the latest technology and why. Ask for examples of interactive rides, virtual
environments, video and sound systems at theme parks.
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 1–3
p.111
Key Phrases
p.73
Teacher’s Book
p.125
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 7:
Feedback
Provide positive
feedback for reading
and answering
questions about text
content to all pupils but
particularly to those
pupils who find reading
and doing
comprehension
questions challenging
5. Pupils do Activity 3, CD3.32. With a partner they take turns to answer the
questions. Ask: Which of the rides in the four photos looks the scariest?
Note pupils who enjoyed reading the non-fiction text about theme parks.
Post-lesson
6. Choose a post-lesson task to review language about theme parks.
Primary Year 5 Scheme of Work
199
WEEK: __
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 158 (Writing 27)
MAIN SKILL FOCUS: Writing
THEME: World of Knowledge
TOPIC: Going away
CROSS-CURRICULAR ELEMENT: Patriotism
LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
e.g. scariest, fastest, most exciting, most dangerous
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Pre-lesson
Main Skill
Main Skill
Writing
Writing
4.2
4.2.3
Communicate
basic information
intelligibly for a
range of purposes
in print and digital
media
Narrate factual
events and
experiences of
interest
2. Pupils do Activity 4, Your Culture. Follow instructions in Teacher’s Book p.125
Exercise 4. Divide class into three groups, A, B, C and explain each group finds or
has information about a different theme park. If no internet, give each pupil a
handout with information about one of the three parks. They complete table in book.
Tell pupils to use superlative adjectives to describe the best part in the theme park
e.g. the fastest, highest, scariest, the most popular, exciting, successful.
Complementary
Skill
3. Pupils write a short description of their theme park using notes in the table or from
internet.
Speaking
2.1.2
4. Pupils do Activity 5, Use It!. One pupil from each group (A, B, C) forms a group of
three. They share information about their theme park orally. Choose one pupil from
each group to tell the class about their theme park.
Find out about and
describe
experiences up to
now
CCE – Patriotism – Ask pupils if they think it’s important for countries to have theme
parks and why e.g. for families, for people on holiday, for celebrations. Ask if they
think theme parks are good for everybody and if not, how can theme parks help
young people in wheelchairs.
Complementary
Skill
Speaking
2.1
Communicate
simple information
intelligibly
1. Write on board ‘Theme Parks – more than 300, 1955. 1971, 2013, 18 million’.
Elicit what these numbers describe from previous lesson. If pupils can’t remember,
tell them to check on p.111.
Lesson delivery
5. Pupils in small groups do Optional Activity: Speaking. Follow instructions in
Teacher’s Book p.125. Groups present their rides in next step.
Post-lesson
6. Pupils present their rides to the rest of class. Encourage pupils to ask questions
about the rides. Do a class vote for the ride they would most like to go on.
Primary Year 5 Scheme of Work
MATERIALS /
REFERENCES
English Plus 1
Student’s Book
Activities 4 and 5
p.111
Teacher’s Book
p.125
Prepare three
handouts with key
data in a fact file
about three
popular theme
parks in Malaysia.
Fact file data:
1. Name of park
2. Where it is
3 Opening hours
4. Visitors’
favourite part
5. other things to
do. If possible,
show images of
theme parks from
internet or in
brochures.
DIFFERENTIATION
STRATEGIES
Differentiate learning
according to needs of
your pupils. Please see
the seven
differentiation
strategies at Section 4.
See Strategy 3:
Outcomes
At Step 2: Encourage
pupils who have been
to a theme park to write
some notes about it in
another table
200
WEEK: __
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 8)
LESSON: 159 (Language Arts 26)
MAIN SKILL FOCUS: Language Arts
THEME: World of Stories
TOPIC: Gulliver’s Travels
CROSS-CURRICULAR ELEMENT: Language /
Creativity and Innovation
LANGUAGE/GRAMMAR FOCUS: Pronunciation
CONTENT
STANDARD
LEARNING
STANDARD
LEARNING OUTLINE
Main Skill
Main Skill
Pre-lesson
Language Arts
Language Arts
1.
2.
5.3
Express
imaginative
response
literary texts
an
to
5.3.1
Respond
imaginatively and
intelligibly through
creating simple roleplays and simple
poems
Other
imaginative
responses
as
appropriate
Complementary
Skill
Complementary
Skill
Writing
Writing
2.3
2.3.1
Communicate
appropriately to a
small or large
group
Narrate short basic
stories and events
Primary Year 5 Scheme of Work
Follow Steps 1 to Step 3 (Activity 7: Spot me) in the guidebook (page 63-64).
Pupils discuss the answers as a class.
Lesson delivery
3.
4.
5.
6.
7.
8.
Teacher prepares number cards from 1 to 61 (correspond to the number of
pages in the graphic novel) and put all the number cards in the box.
Pupils pair up and teacher asks each pair to pick out a number from the box.
Teacher informs that they have to role play the panel of the chosen number that
correspond to the page numbers of the book.
Pairs discuss and divide the dialogues on the page and practise their role play
with correct pronunciation and appropriate gestures.
Teacher monitors and assists each pair in terms of checking their pronunciation
of the words in the dialogues.
After some time, teacher starts the class’ role play by calling the pairs according
to the page number (started from 1 to 61, not all pages has a role play session).
MATERIALS /
REFERENCES
Gulliver’s Travels
by
Jonathan Swift
Contemporary
Children’s
Literature
Teaching
Guidebook (BPK)
– Graphic Novel
Page 63 – 64
DIFFERENTIATION
STRATEGIES
Differentiate
learning
according to the needs
of your pupils and
class. Please see the
seven
differentiation
strategies listed in the
introduction.
Please
also
consider
the
following:
Pupils
who
face
difficulty can do the
task in the larger group
with
teacher’s
assistance.
(Strategy 2)
Post-lesson
9.
Pupils write three things that they learnt from the graphic novel (e.g. I want
to …, I have to …, I need to …). [Post-lesson Task 12 – My journal]
201
WEEK:
__
SCHEME OF WORK: Project-based Lesson (Unit 8)
LESSON: 160 (Project 2)
MAIN SKILL FOCUS: Teacher to select
THEME: Teacher to select
TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select
LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT
STANDARD
LEARNING
STANDARD
Teachers to select
an appropriate
main skill and
complementary
skill based on the
needs and
interest of the
pupils.
Teachers to select
an appropriate main
skill and
complementary skill
based on the needs
and interest of the
pupils.
Primary Year 5 Scheme of Work
LEARNING OUTLINE
Teachers will need to develop their own lessons based on topic/themes and
resources that they select. Ideas for projects should be based on the needs and
interests of the pupils.
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Teacher to select
their own
materials
For differentiation
strategies, please refer
to the provided list of
differentiation
strategies and select
appropriate
strategy/strategies
based on the needs of
the pupils.
202
How did I do in Unit 8?
Put ✔ next to Great, OK, or A little.
In English, I know how to…
�
�
�
…talk and write about holidays
Great ____
OK ____
A little____
… talk and write about future plans
Great ____
OK ____
A little____
… describe weather conditions
Great ____
OK ____
A little____
…make predictions about the future
Great ____
OK ____
A little____

I’m proud of myself because I can ____________________________________ very well.

In the next unit, I will ____________________________________ better/more.
Primary Year 5 Scheme of Work
203
7. Appendix 1: Learning Standards mapping
The mapping table lists all 160 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.
Key
L=Listening; S=Speaking; R=Reading; W=Writing; LA=Language Arts; LAW=Language
Awareness; CON=Consolidation; PRO=Project-based lesson
Lesson
Skill
Unit
Main
Complementary
Starter Unit
1
L1
Starter
L1.2.1
R3.2.1
2
S1
Starter
S2.1.1
W4.2.1
3
R1
Starter
R3.2.1
S2.2.1
4
W1
Starter
W4.2.4
L1.2.4
5
LA1
N/A
LA5.2.1
R3.2.3
6
L2
Starter
L1.1.1
R3.2.1
7
S2
Starter
S2.1.1
W4.2.1
8
R2
Starter
R3.2.2
W4.2.4
9
W2
Starter
W4.2.4
S2.1.5
10
LA2
N/A
LA5.3.1
S2.3.1
11
L3
Starter
L1.2.5
R3.2.3
12
S3
Starter
S2.1.1
W4.3.2
13
R3
Starter
R3.3.1
W4.3.1
14
W3
Starter
W4.2.1
R3.2.1
15
LA3
N/A
LA5.2.1
L1.2.2
16
LAW1
Starter
Unit 1
17
L4
1
L1.2.1
W4.2.4
18
S4
1
S2.1.5
W4.2.1
19
R4
1
R3.2.4
S2.1.5
Primary Year 5 Scheme of Work
204
Lesson
Skill
Unit
Main
Complementary
20
W4
1
W4.2.4
S2.2.1
21
LA4
N/A
LA5.3.1
W4.2.4
22
CON1
1
S2.2.1
W4.2.4
23
L5
1
L1.2.2
W4.3.2
24
S5
1
S2.1.2
L1.1.1
25
R5
1
R3.2.2
W4.3.2
26
W5
1
W4.2.5
R3.2.1
27
LA5
N/A
LA5.2.1
R3.3.1
28
CON2
1
W4.3.2
S2.2.1
29
L6
1
L1.2.5
W4.3.2
30
S6
1
S2.2.1
L1.2.5
31
R6
1
R3.2.4
W4.2.4
32
W6
1
W4.2.5
S2.1.5
33
LA6
N/A
LA5.3.1
S2.1.5
34
LAW2
1
Unit 2
35
L7
2
L1.2.1
W4.3.2
36
S7
2
S2.2.1
R3.2.3
37
R7
2
R3.3.1
W4.3.2
38
W7
2
W4.2.4
S2.3.1
39
LA7
N/A
LA5.2.1
R3.2.2
40
CON3
2
L1.2.2
S2.1.4
41
L8
2
L1.2.4
R3.2.3
42
S8
2
S2.1.1
L1.1.1
43
R8
2
R3.2.3
L1.2.5
44
W8
2
W4.2.1
S2.1.5
45
LA8
N/A
LA5.3.1
S2.1.2
46
CON4
2
S2.2.1
W4.2.1
Primary Year 5 Scheme of Work
205
Lesson
Skill
Unit
Main
Complementary
47
L9
2
L1.3.1
R3.2.4
48
S9
2
S2.1.4
W4.2.2
49
R9
2
R3.2.3
S2.3.1
50
W9
2
W4.3.3
R3.2.2
51
LA9
N/A
LA5.2.1
R3.2.2
52
LAW3
2
Unit 3
53
L10
3
L1.2.2
S2.2.1
54
S10
3
S2.1.5
R3.2.3
55
R10
3
R3.2.3
R3.3.1
56
W10
3
W4.3.2
S2.1.5
57
LA10
N/A
LA5.3.1
R3.2.2
58
CON5
3
L1.2.1
S2.2.1
59
L11
3
L1.2.5
R3.2.4
60
S11
3
S2.1.2
W4.3.2
61
R11
3
R3.2.2
W4.2.4
62
W11
3
W4.3.3
R3.2.2
63
LA11
N/A
LA5.3.1
W4.2.4
64
CON6
3
S2.2.1
L1.2.5
65
L12
3
L1.1.1
R3.3.1
66
S12
3
S2.2.1
W4.3.2
67
R12
3
R3.3.1
L1.2.1
68
W12
3
W4.3.2
L1.1.1
69
LA12
N/A
LA5.2.1
S2.1.5
70
LAW4
3
Unit 4
71
L13
4
L1.3.1
R3.3.1
72
S13
4
S2.1.1
W4.2.1
Primary Year 5 Scheme of Work
206
Lesson
Skill
Unit
Main
Complementary
73
R13
4
R3.2.2
S2.1.2
74
W13
4
W4.3.2
L1.3.1
75
LA13
N/A
LA5.3.1
W4.3.3
76
CON7
4
W4.2.4
S2.2.1
77
L14
4
L1.2.5
L1.2.2
78
S14
4
S2.1.2
S2.2.1
79
R14
4
R3.2.3
W4.2.4
80
W14
4
W4.2.4
S2.2.2
81
LA14
N/A
LA5.2.1
R3.2.2
82
CON8
4
W4.3.2
R3.2.3
83
L15
4
L1.1.1
S2.2.1
84
S15
4
S2.1.5
L1.2.4
85
R15
4
R3.2.1
S2.1.1
86
W15
4
W4.3.3
R3.2.2
87
LA15
N/A
LA5.3.1
W4.3.3
88
PRO1
N/A
Unit 5
89
L16
5
L1.2.1
L1.1.1
90
S16
5
S2.2.1
W4.3.1
91
R16
5
R3.2.3
R3.2.4
92
W16
5
W4.3.1
R3.2.4
93
LA16
N/A
LA5.2.1
S2.1.4
94
CON9
5
W4.2.3
S2.2.2
95
L17
5
L1.2.3
L1.2.5
96
S17
5
S2.2.1
S2.2.2
97
R17
5
R3.3.1
S2.1.3
98
W17
5
W4.2.1
S2.1.3
99
LA17
N/A
LA5.3.1
L1.2.2
Primary Year 5 Scheme of Work
207
Lesson
Skill
Unit
Main
Complementary
100
CON10
5
W4.2.2
S2.1.3
101
L18
5
L1.1.1
R3.2.3
102
S18
5
S2.1.1
L1.2.5
103
R18
5
R3.3.1
S2.3.1
104
W18
5
W4.3.3
W4.2.5
105
LA18
N/A
LA5.2.1
S2.1.1
106
LAW5
5
Unit 6
107
L19
6
L1.3.1
R3.2.4
108
S19
6
S2.3.1
L1.2.1
109
R19
6
R3.2.2
R3.2.4
110
W19
6
W4.2.3
R3.3.1
111
LA19
N/A
LA5.3.1
S2.2.2
112
CON11
6
W4.2.3
S2.1.2
113
L20
6
L1.2.3
R3.2.4
114
S20
6
S2.1.2
L1.2.5
115
R20
6
R3.2.3
L1.1.1
116
W20
6
W4.3.2
S2.1.1
117
LA20
N/A
LA5.2.1
W4.2.5
118
CON12
6
L1.2.4
S2.2.1
119
L21
6
L1.3.1
R3.2.1
120
S21
6
S2.3.1
W4.3.1
121
R21
6
R3.2.2
R3.3.1
122
W21
6
W4.3.3
W4.2.5
123
LA21
N/A
LA5.3.1
S2.3.1
124
LAW6
6
L1.1.1
S2.1.1
Unit 7
125
L22
Primary Year 5 Scheme of Work
7
208
Lesson
Skill
Unit
Main
Complementary
126
S22
7
S2.1.5
L1.2.4
127
R22
7
R3.2.4
S2.1.5
128
W22
7
W4.2.1
R3.2.1
129
LA22
N/A
LA5.2.1
R3.3.1
130
CON13
7
L1.2.2
L1.2.5
131
L23
7
L1.2.3
R3.2.3
132
S23
7
S2.1.1
W4.2.1
133
R23
7
R3.2.3
W4.3.2
134
W23
7
W4.2.1
S2.3.1
135
LA23
N/A
LA5.3.1
R3.2.2
136
CON14
7
R3.2.4
W4.3.2
137
L24
7
L1.2.4
S2.1.2
138
S24
7
S2.1.3
W4.2.2
139
R24
7
R3.3.1
W4.3.1
140
W24
7
W4.2.5
L1.1.1
141
LA24
N/A
LA5.3.1
W4.2.2
142
LAW7
7
Unit 8
143
L25
8
L1.3.1
L1.2.2
144
S25
8
S2.1.4
W4.2.3
145
R25
8
R3.2.2
L1.2.3
146
W25
8
W4.3.2
S2.3.1
147
LA25
N/A
LA5.2.1
S2.1.5
148
CON15
8
W4.3.1
W4.2.3
149
L26
8
L1.3.1
L1.2.3
150
S26
8
S2.2.2
L1.2.5
151
R26
8
R3.2.3
W4.2.5
152
W26
8
W4.3.3
R3.2.2
Primary Year 5 Scheme of Work
209
Lesson
Skill
Unit
Main
Complementary
153
LA26
N/A
LA.5.3.1
W4.3.1
154
CON16
8
L1.2.2
S2.1.4
155
L27
8
L1.2.3
L1.2.2
156
S27
8
S2.2.2
S2.3.1
157
R27
8
R3.3.1
R3.2.2
158
W27
8
W4.2.3
S2.1.2
159
LA27
N/A
LA5.3.1
S2.3.1
160
PRO2
N/A
Primary Year 5 Scheme of Work
210
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8 Blok E9, Kompleks Kerajaan Parcel E,
62604 Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my